University of Kerala
Revised Syllabus for
M.A. Degree Programme
in
English Language and Literature
(2022 Admission Onwards)
Prepared by
The P.G English Board of Studies 2020-23
The P.G English Board of Studies 2020-23
Members:
Dr B. Hariharan (Chairperson)
Dr Meena T. Pillai
Dr Suja Kurup P.L.
Dr Bindu Nair
Dr Vidya Rajagopal
Dr Vishnu Narayanan
Dr Kavitha B.K.
Dr J. Anjana
Dr Mini Babu
2
Contents
Page No.
5
7
8
10
Introduction
Course Structure
Electives: Selection Options
Question Paper Pattern
Structure of Syllabus
Core Papers
Paper I – EL.511: British Literature I
Paper II- EL.512: British Literature II
15
21
Paper III – EL.513: Shakespeare Studies
Paper IV – EL.514: Language Studies
Paper V – EL.521:World Literatures I
27
33
38
Paper VI – EL.522: Literatures of India
Paper VII – EL.523: Gender Studies
Paper VIII - EL.524: Critical Studies I
44
54
64
Paper IX – EL.531: World Literatures II
Paper X – EL.532: Critical Studies II
Paper XI – EL.533: Elective 1
73
80
Paper XII- EL.534: Elective 2
Paper XIII- EL.535. Elective 3
Paper XIV –EL.541: Kerala Culture and Literature
Paper XV – EL.542: English Language Teaching: Theory and Practice
Paper XVI –EL.543: Cultural Studies
88
94
100
Paper XVII - EL.544: Elective 4
Electives
Paper XI- EL.233
1.. EL.533.1 : European Drama
2. EL.533.2: Canadian and Australian Literature
3. EL.533.3: Film Studies
107
112
117
4. EL.533.4: American Literature
5. EL.533.5: Women's Writing
122
128
3
Paper XII- EL.234
6. EL.534.1: European Fiction
7. EL.534.2: African and Caribbean Literature
8. EL.534.3: Fiction and Film
133
138
143
9. EL.534.4: Folklore Studies
10. EL.534.5: Writing Lives, Performing Gender
147
152
Paper XIII- EL.235
11. EL.535.1: Indian Writing in English
157
12. EL.535.2: South Asian Literature
162
13. EL.535.3: Screen Writing
167
14. EL.535.4: Environment, Ecology and Literature
171
15. EL.535.5: Travel Writing
16. EL.535.6: Content Writing
176
180
Paper XVII- EL.244
17. EL.544.1: Translation Studies
18. EL.544.2: Regional Literatures in English Translation
185
190
19. EL.544.3: Media Studies
20. EL.544.4: Dalit Writing
21. EL.544.5: Theorizing Sexualities
194
198
204
22. EL.544.6: Introducing Comics Studies
209
4
INTRODUCTION
The PG Degree Programme in English Language and Literature would equip students to
understand and appreciate literatures and cultures worldwide, and to attain the human
values necessary for living in the world. The course also aims at enhancing their
communication skills in English, and equipping them to enter the teaching profession,
especially in the Higher Education sector, or to take up other employment.
Programme Objectives
The objectives of this Programme are
•
to enable students to engage critically and creatively with a wide range of
selected texts from literatures all over the world
•
to develop in them an u n d e r s t a n d i n g o f t h e s t r u c t u r e a n d f u n c t i o n s
o f l a n g u a g e , a n d a n appreciation of the nuances of literary language
•
to help them comprehend the relationship between art and life in order to
comprehend the social, political, historical, emotional, psychological, literary and
cultural values reflected in literary texts
•
to equip students with the c r i t i c a l skills and theoretical knowledge
necessary to work towards a research degree in any area of their choice and in
any university of their preference
•
to familiarize them with the ongoing and emerging trends in literary research
•
to give them insight into basic pedagogical principles and praxis relating
to the teaching of both the English Language and Literature in English
•
to d e v e l o p t h e i r communication skills in English, both written and spoken,
in a wide range of professional and practical contexts.
Programme Outcomes
Th e s t udent wi l l be abl e
•
to demonstrate the ability to engage critically with a wide range of selected texts by
offering interpretations and evaluations from multiple theoretical perspectives
•
to develop awareness about pertinent socio-cultural issues related to gender
discrimination, environmental awawreness, human rights and so on through the
discussion of texts
•
to demonstrate an understanding of the formal structure of the various genres of literature
•
to show an awareness of the literariness of literary language
•
to demonstrate the ability to analyze and explain the complexities and
subtleties of human experience as reflected in literary and cultural texts
•
to be able to relate the socio-politico-historical context to the evolution of the
5
forms, styles, and themes of texts
•
to demonstrate the academic and language skills necessary to do independent,
innovative research
•
to show they have understood contemporary pedagogic principles and practices
in teaching both language and literature
•
to demonstrate an ability to communicate effectively in a variety of
language situations
6
COURSE STRUCTURE
Paper 1
Core /
Elective
Core
Course
Code
EL..511
British Literature I
Instructional
hours/ week
6
Marks
ESE CA
75
25
Min Marks
ESE
CA
30
10
Paper 2
Core
EL.512
British Literature II
6
75
25
30
10
Paper 3
Core
EL.513
Shakespeare Studies
6
75
25
30
10
Paper 4
Core
EL.514
Language Studies
7
75
25
30
10
Paper 5
Core
EL.521
World Literatures I
6
75
25
30
10
Paper 6
Core
EL.522
Literatures of India
6
75
25
30
10
Paper 7
Core
EL.523
Gender Studies
6
75
25
30
10
Paper 8
Core
EL.524
Critical Studies 1
7
75
25
30
10
Paper 9
Core
EL.531
World Literatures II
6
75
25
30
10
Paper 10
Core
EL.532
Critical Studies 2
7
75
25
30
10
Paper 11
Elective 1 EL.533
4
75
25
30
10
Paper 12
Elective 2 EL.534
4
75
25
30
10
Paper 13
Elective 3 EL.535
4
75
25
30
10
and
6
75
25
30
10
English Language
Teaching : Theory and
Practice
Cultural Studies
7
75
25
30
10
6
75
25
30
10
4
75
25
30
10
Semester 1
Name of Paper
Semester 2
Semester 3
Semester 4
Paper 14
Core
EL.541
Paper 15
Core
EL.542
Paper 16
Core
EL.543
Paper 17
Elective
4
Project
EL.544
Paper 18
EL.545
*Project (out of 80 marks)
Kerala Culture
Literature
Project & Project
2
80* 20*
based Viva Voce
Grand Total = 1800
*Project based External Viva –voce (out of 20 marks)
7
ELECTIVES: SELECTION OPTIONS
Any ONE from each group SEMESTERS III & IV
SEMESTER III
Paper XI: EL.533 (4 hours / week)
1.
2.
3.
4.
5.
EL.533.1 : European Drama
EL.533.2 : Canadian and Australian Literature
EL.533.3 : Film Studies
EL.533.4 : American Literature
EL.533.5 : Women's Writing
Paper XII: EL.534 (4 hours / week)
6. EL.534.1 : European Fiction
7. EL.534.2 : African and Caribbean Literature
8. EL.534.3 : Fiction and Film
9. EL.534.4 : Folklore Studies
10. EL.534.5 : Writing Lives, Performing Gender
Paper XIII: EL.535 (4 hours / week)
11. EL.535.1 : Indian Writing in English
12. EL.535.2 : South Asian Literature
13. EL.535.3 : Screen Writing
14. EL.535.4 : Environment, Ecology and Literature
15. EL.535.5 : Travel Writing
16. EL.535.6 : Content Writing
Paper XVII: EL.544 (4 hours / week)
17. EL.544.1 : Translation Studies
18. EL.544.2 : Regional Literatures in English Translation
19. EL.544.3 : Media Studies
20. EL.544.4 : Dalit Writing
21. EL.544.5 : Theorizing Sexualities
22. EL.544.6 : Introducing Comics Studies
4
The Selection Options have been categorized to enable Colleges to select specialities across the two
semesters. For example, a College can specialize in World Literatures by choosing Canadian and
8
Australian Literature and African and Caribbean Literature in Semester III and South Asian Literature
and Regional Literatures in English Translation in Semester IV. Similarly, another specialization could
be Film and Media Studies. Specialisation in Writing Communication can be achieved by selecting
Content Writing and Media Studies. New areas of research like Environmental Studies and Comics
Studies has also been introduced.
9
QUESTION PAPER PATTERN
For Core Courses
(Except Shakespeare Studies, Linguistics and Structure of the English Language, English
Language Teaching, Critical Studies 1 and 2, and Cultural Studies):
The question paper shall be divided into 4 parts.
Part I
Very Short Answers (50 words)
•
Choice 5 out of 8
•
2 marks for each question (5 x 2 = 10 marks)
•
Questions to be based on all modules, fairly direct questions
Part II
Short Notes to be answered in 150 words. Can incorporate Direct Questions progressing
towards questions requiring Critical Readings, to be based on all texts prescribed for
study.
•
Choice 5 out of 8
•
5 marks for each question (5 x 5 = 25 marks)
Part III
Essay Questions- 40 marks
Two Essays of 500 words, carrying 15 marks each
One Critical Essay, of 150 – 200 words, carrying 10 marks.
•
Choice 3 out of 9
•
15 marks for two questions (2 x 15 = 30 marks)
•
10 marks for one question (1 x 10 =10)
•
This part shall have three sections. Each section shall have three questions. To answer
one from each section.
o Section A and B to be based on prescribed texts, either based on genres or period,
incorporating the critical ideas of the texts prescribed for Critical Reading
10
o Section C is to be a shorter essay (10 mars) requiring the student to critically
comment on any text prescribed, or any text of their choice. The options can be
to hypothesize the main argument / critically comment on / agree or disagree
with the ideas from a given passage ( either prescribed or a related text)
Difficulty levels of the questions:
•
There are to be three levels of difficulty: EASY, AVERAGE and DIFFICULT.
•
Part I: Very short answers (2 marks each; 5 questions to be answered out of 8): Difficulty
level: EASY, for all 8 questions (10 marks)
•
Part II: Critical Comments/ Short notes (5 marks each; 5 questions to be answered out of 8):
Difficulty level: EASY and AVERAGE, (25 marks)
•
Part III: Essay questions (three sets of questions with each set having three questions):
Difficulty level: Any one set of three questions – EASY (15 marks); any one set of three
questions – AVERAGE (15 marks); any one set of three questions – DIFFICULT (10
marks)
o Total marks: 75
o EASY questions: 25 marks (33%)
o AVERAGE questions: 40 marks (53%)
o DIFFICULT questions: 10 marks (13%)
Shakespeare Studies Paper
•
Part I (10 marks; 2 mark questions; to answer 5 out of 8)
•
Part II (25 marks; Critical Comments / Short notes; to answer 5 out of 8).
•
Part IV: Essay (40 marks; 3 out of 9):
o
o
o
o
Section A (15 marks; 3 questions): THREE questions from the drama texts
prescribed in Module II;
Section B (15 marks; 3 questions): TWO questions from the adaptations of
Shakespeare’s plays, and ONE from Poetry;
Section C (10 marks; 3 questions): Critical Question
Difficulty level: As in the core papers
Critical Studies Paper
•
PART 1. Answer in 50 words (2x5 =10 marks)
2 marks (5 out of 8). Questions from all modules with at least one from each module.
•
PART 2. Answer in 100 words (5x5 =25 marks)
5 marks (5 out of 8). Questions from all modules with at least one from each module.
•
PART 3. Answer in 300 words (40 marks)
Section A: (1 out of 3) Three essay questions from the required reading list 15 marks
Section B: (1 out of 3) Three essay questions from the modules to evaluate the students
understanding of the theoretical paradigms and concepts 15 marks
11
Section C: (1 out of 3) Questions based on critical analysis of a known or unknown text provided
from three different critical perspectives 10 marks
NOTE TO TEACHERS/QUESTION PAPER SETTERS
The text for methodological application is included to help students understand how literary/cultural
texts can be analysed using the theoretical tools discussed in each module. The text(s) prescribed for
methodological application is only for classroom discussion. Questions from this section should not
be included in the final examination.
Gender Studies
•
PART 1. Answer in 50 words (2x5 =10 marks)
2 marks (5 out of 8). Include questions from all modules.
•
PART 2. Answer in 100 words (5x5 =25 marks)
5 marks (5 out of 8). Include questions from all modules.
•
PART 3. Answer in 300 words (45 marks)
Section A: (1 out of 3) Three essay questions from module I & II (15 marks)
Section B: (1 out of 3) Three essay questions from module III & IV (15 marks)
Section C: (1 out of 3) Three essay questions from the modules to evaluate the students general
understanding of concepts discussed in all modules (10 marks)
NOTE TO TEACHERS/QUESTION PAPER SETTERS
The text for methodological application is included to help students understand the concepts discussed
in each module. The text(s) prescribed for methodological application is only for classroom discussion.
Questions from this section should not be included in the final examination.
Language Studies
•
Part I (10 marks; 2 mark questions; to answer 5 out of 8; ): At least one question from
ALL FIVE modules.
•
Part II (20 marks: Short notes; 4 out of 8). TWO questions each from FIRST FOUR
modules.
•
Part III (5 marks) ONE transcription passage, without choice
12
•
Part IV (15 x 2= 30 marks)
Essay question: To answer 2 out of 4 questions. ONE question to be asked from the first
FOUR modules
Part V : Practical Application: (10 marks, 4 + 6)
o
•
•

To resolve TWO ambiguities out of FOUR (through IC analysis or TG
grammar) (2 marks each, 2x2= 4)

To derive PS and T Rules for TWO singulary transformation out of
THREE choices (passivisation/ interrogation/ negation) (3 marks each; 3x2=
6)
Difficulty level:
o Part I: 8 EASY questions (to answer 5) (10 marks)
o Part II: 8 AVERAGE questions (to answer 4) (20 marks)
o Part III: AVERAGE (Transcription, to answer ONE ; (5 marks)
o Part IV: EASY and AVARAGE ( Essays, to answer 2 out of 4; 30 marks)
o Part V: DIFFICULT questions (10 marks)
English Language Teaching : Theory and Practice
•
Part I (2 mark questions; to answer 5 out of 8): At least ONE question from each of the
FIVE modules.
•
Part II (5 marks: Short notes; 4 out of 8). At least ONE question from each of the FIVE
modules.
•
Part III (15 marks)
o Section A: Essay question: To answer 2 out of 4 questions. The fours questions to be
from the FIVE modules (with not more than ONE question from any one module).
Section B: Lesson Plan: To answer one out of two questions. To be based on i) a given
poem or ii) a given passage to teach a grammar point.
•
Difficulty level:
o Part I: 8 EASY questions (to answer 5) (10 marks)
o Part II: 8 AVERAGE questions (to answer 5) (25 marks)
o Part III:

Section A: EASY (direct) questions (to answer 2) (30 marks)

Section B: DIFFICULT questions (10 marks)
For Electives
Part I
•
The same pattern as for core papers - very short answers of 50 words - 8 questions - 5 to be answered.
•
FOUR questions each shall be asked only from Modules 2 and 3. Otherwise TWO questions each may
be asked from all four modules.
•
No annotations/critical comments to be asked in the elective papers. Instead, Part II of the question
Part II
13
paper should contain 8 questions for short notes of which 5 have to be answered. , with questions form
all THREE MODULES EQUALLY
Part III
•
Essay questions- The same pattern as for core papers Difficulty level:
Part I: EASY; Part II: AVERAGE; Part III: One section EASY; one section AVERAGE; one section DIFFICULT
NOTE ON INTERNAL TEST QUESTION PAPER PATTERN
•
The same pattern in the 2017 syllabus may be followed.
NOTE ON PROJECT GUIDELINES
•
The Project Guidelines for the 2017 syllabus shall continue. MLA 8th edition is to be followed for
citations.
14
SEMESTER 1
Paper I- EL.511: British Literature I
(Core Course 1: 6 hours/week)
Aim:
To acquaint the students with the origin and development of English literature from Anglo- Saxon
period to the age of Transition in the 18th century.
Course Objectives:
The objectives of this Course are to
•
•
•
•
familiarize the students with the socio-political background of English literature
develop in students a historical awareness of the evolution of poetry, drama, prose, fiction,
and literary criticism through these ages.
help them examine critically the contributions of poets, dramatists, prose writers, and
critics during the period.
Teach them the structural/formal and stylistic features of various representative texts of
the period.
Course Outcomes
The students would have
CO 1: Comprehended the various socio-political and literary movements from the Anglo-Saxon
to the age of Transition.
CO 2: Identified the writers and their works of the period from Anglo-Saxon to the age of
Transition.
CO 3: Analysed the characteristic literary styles of the essayists, dramatists, and writers from
Anglo-Saxon to the age of Transition.
COURSE OUTLINE
Module I :Old English Literature to the Renaissance
Module outcomes:
Students would have
15
MO 1: understood the socio-political and literary movements in the Anglo- Saxon, Norman and
th Renaissance periods.
MO 2: appreciated the poetry of Bede, Chaucer, and other works of the Anglo - Saxon, Norman
and the Renaissance periods.
MO 3: analysed the literary style of the writers in the Anglo-Saxon, Norman and the Renaissance
periods.
Unit 1
Anglo-Saxon literature—Christianity and Old English Poetry- Bede, Beowulf, Caedmon,
Cynewulf, Anglo- Saxon Prose- King Alfred, Norman Conquest- Romances- Chaucer, William
Langland, John Gower, Travels of Sir John Mandeiville, John Wycliff- the English ChauceriansScottish Chaucerians- Ballads- Printing Press and Caxton-Tyndale- Bible Translations- Mystery
plays- Moralities and Interludes-Sir Thomas Wyatt- Surrey-Thomas More
Venerable Bede- “Death Song” https://rpo.library.utoronto.ca/content/bedes-death-song-0
Chaucer: “The Legend of Cleopatra” (Excerpt from The Legend of Good women) http://publiclibrary.uk/ebooks/41/3.pdf
https://www.poetryintranslation.com/PITBR/English/GoodWomen.php
Thomas More- Utopia
Ballads- “Sir Patrick Spens.”
Sir Thomas Wyatt- “Farewell Love”
Module II :The Elizabethan Age and the Age of Miton
Module outcome:
Students would have
MO 1: Related to the socio-political and literary movements from the era of Queen Elizabeth to
Milton
MO 2: critically read the poets, writers and major works from the Elizabethan age to Milton’s
age
MO 3. Analysed the literary style of the writers from the Elizabethan age to Milton’s age.
16
Unit 2
Golden Age of Literature- Elizabethan poetry- Jacobean Poetry-Sir Philip Sydney, Edmund
Spenser, Sonnets, Shakespeare, Ben Jonson, John Donne, Francis Bacon, Prose Romances- The
University Wits, John Webster
Sir Philip Sidney: Astrophil and Stella 3: “Let dainty wits cry on the sisters nine”
https://www.poetryfoundation.org/poems/45153/astrophil-and-stella-3-let-dainty-wits-cry-onthe-sisters-nine
Spenser- Prothalamion
Francis Bacon- “Of Truth”, “Of Marriage and Single Life”
Thomas Kyd- The Spanish Tragedy
Unit 3
The Stuart Age- Puritanism- John Milton- John Donne- Metaphysical Poetry-Cavalier Poets- Sir
Thomas Browne
John Milton- Paradise Lost,“Book X” lines 1-228. (Meanwhile….intercession sweet)
https://resources.saylor.org/wwwresources/archived/site/wpcontent/uploads/2012/08/ENGL402-Milton-Paradise-Lost-Book-10.pdf
John Donne- “Batter my Heart”
Andrew Marvell- “To His Coy Mistress”
Critical Reading:
H. W. Peck. “The Theme of Paradise Lost.” PMLA 29.2 (1914): 256-69. JSTOR. Web.
http://www.jstor.org/stable/pdf/457078.pdf
Module III :Restoration to the 18th century
Module outcome:
Students would have
MO 1: Understood the socio-political and literary movements from the Restoration age to the
18th century.
17
MO 2: Distinguished the poets, writers and major works from the Restoration age to the 18th
century.
MO 3. Evaluated the literary style of the writers from the Restoration age to the 18th century.
.Unit 4
The Restoration- Neo Classicism- Dryden- Rise of Prose-John Bunyan -Restoration DramaComedy of Manners- Rise of Political Parties- Clubs and Coffee Houses- Alexander PopePeriodical essay- Daniel Defoe- Jonathan Swift- Steele- Addison- Dr.JohnsonJohn Dryden
“Macflecknoe”
Alexander Pope- “Rape of the Lock”
Jonathan Swift- “A Vindication of Sir Issac Bickerstaff”
Module IV: The Age of Transition
Module outcome:
Students would have
MO 1: Comprehended the literary changes during the Transition age.
MO 2: Distinguished the poets, writers and major changes that happened with the rise of novel
in the mid 18th century.
MO 3. Evaluated the literary style of the writers in the transitional 18th century.
Unit 5
Transitional Poets- Robert Burns- William Blake-Thomas Gray-Oliver Goldsmith- Sentimental
Comedy- Colley Cibber – Richard Steele — Anti-Sentimental Comedy– Oliver Goldsmith - R
B Sheridan
Robert Burns- “A Red Red Rose”, “Halloween”
Thomas Gray- “Elegy Written in a Country Churchyard”.
R B Sheridan- The School for Scandal
Unit 6
The Four Wheels of the Novel- Realism- Gothic Romance- Miss Fanny Burney- Mrs. Anne
Radcliffe- Mary Wollstonecraft- Mary Shelley
18
Samuel Richardson- Pamela
Mary Shelley
- Frankenstein
Critical Reading
Watt, Ian. “Realism and the Novel Form.” The Rise of the Novel. 1957. 2nd American ed.
California: U of California P, 2001. 9-30.
Reading List
Alden, Raymond M. Elizabethan Humours and the Comedy of Ben Jonson. archive.org.
Web. <https://archive.org/stream/elizabethanhumo01clubgoog#page/n9/mode/2up>.
Boitani, Piero and Jill Mann, ed. The Cambridge Companion to Chaucer. UK: Cambridge
UP, 2003.
Caudle, Mildred Witt. “Sir Thomas More’s Utopia: Origins and Purposes.” Social Science
45.3 (1970): 163-69. JSTOR. Web. <http://www.jstor.org/stable/41959507>.
Coursen, Jr, Herbert R. “The Unity of The Spanish Tragedy.” Studies in Philology 65.5
(1968): 768-82. JSTOR. Web. <http://www.jstor.org/stable/4173620>.
Eliot, T.S. “The Metaphysical Poets.” T.S. Eliot: Selected Essays 1917-1932. New York:
Harcourt, Brace and Company, 1932. 241-50.
Ellis-Fermor, Una. Jacobean Drama: An Interpretation. London: Methuen, 1936.
Engeman, Thomas S. “Hythloday’s Utopia and More’s England: An Interpretation of Thomas
More’s Utopia.” The Journal of Politics 44.1 (1982): 131-49. JSTOR. Web.
<http://www.jstor.org/stable/2130287>.
Ford, Boris, ed. The Age of Chaucer. The Pelican Guide to English Literature. Vol.1.
Harmondsworth: Penguin, 1972.
Grierson, Herbert J.C., ed. Metaphysical Lyrics and Poems of the 17th Century. Revised
by Alastair Fowler. London: Oxford UP, 1995.
19
Kamholtz, Jonathan Z. “Thomas Wyatt’s Poetry: The Politics of Love.” Criticism 20.4
(1978): 349-65. JSTOR. Web. < http://www.jstor.org/stable/23102683>.
Kay, Carol McGinnis. “Deception through Words: A Reading of The Spanish Tragedy.”
Studies in Philology 74.1 (1977): 20-38. JSTOR. Web. <http://www.jstor.org/stable/
4173925>.
Sampson, George. The Concise Cambridge History of English Literature. 3rd ed.
Cambridge: Cambridge UP, 1970.
The Cambridge History of English and American Literature. Bartelby.com. Web. <http:/
/www.bartleby.com/cambridge/>
20
SEMESTER I
Paper II: EL.512 : British Literature II
(Core Course 2: 6 hours/ week)
Aim
To acquaint students with the origin and development of English literature from Romantic Age
to 20th century.
Course Objectives
The objectives of this Course are to
•
•
•
•
familiarize the students with the socio-political background of English literature
develop in students a historical awareness of the evolution of poetry, drama, prose, fiction,
and literary criticism through these ages.
help them to examine critically the contributions of poets, dramatists, prose writers, and
critics during the period.
Teach them to explore the structural/formal and stylistic features of various representative
texts of the period.
Course Outcome
The students would have
CO 1: comprehended the various socio-political and literary movements from the Romantic Age
period to 20th century.
CO 2: identified the writers and their works of the period from Romantic Age period to 20th
century.
CO 3: analysed the characteristic literary styles of the essayists, dramatists, and writers from
Romantic Age period to 20th century.
COURSE OUTLINE
Module I :The Romantic Age
Module Outcome:
The students would have
21
MO 1: understood the socio-political, historical and literary movements in the Romantic age
MO 2: become familiar with the major the poets, essayists, and dramatists of the Romantic Age
MO 3. analysed the literary style of the writers in the Romantic Age.
Unit 1
The Beginnings of Romanticism- influence of French Revolution- Preface to the Lyrical BalladsWilliam Wordsworth- Coleridge-Walter Scott -Byron- Shelley- Keats- Lamb-Hazlitt-Thomas De
Quincey-Sir Walter Scott-Historical novel- Jane Austen
William Wordsworth- “Tintern Abbey Lines”
ColeridgeKeats-
“Frost at Midnight”.
“Ode to a Nightingale”
P B Shelley-
“Ozymandias”
Charles Lamb-
“Oxford in the Vacation”
Jane Austen-
Emma
Critical Response
Bloom, Harold. “Prometheus Rising: The Backgrounds of Romantic Poetry”. The Visionary
Company. A Reading of English Romantic Poetry. 1961. Rev. and enl. ed. Ithaca: Cornell UP,
1971. xiii-xxv.
Module II :The Victorian Age
Module outcome:
Students would have
MO 1: understood the socio-political and literary movements in the Victorian age.
MO 2: become familiar with the poets, essayists, and dramatists during the reign of Queen
Victoria.
MO 3. analysed the literary style of the writers in the Victorian Age.
22
Unit 2
Victorian era- Spread of Science and Technology- Conflict between Science and ReligionUtilitarianism-Victorian Compromise-Tennyson-Browning-Dramatic Monologues- Arnold Elizabeth Barret Browning-Fitzgerald- Pre Raphaelite poetry- D G Rossetti- William MorrisSwinburne-Decadent poetry-Carlyle- Ruskin-Macaulay-Cardinal Newman and The Oxford
Movement- R L Stevenson-Charles Dickens-William Thackeray- Thomas Hardy-Wessex novelsGeorge Eliot-Mrs Elizabeth Gazkell-Bronte sisters-Oscar Wilde
TennysonBrowning-
“The Lotus Eaters”
“Porphyria’s Lover”
Christina Rossetti- “Dreamland”
Charles Dickens- David Copperfield
Charlotte Bronte- Jane Eyre
Matthew Arnold - “Sweetness and Light” (from Culture and Anarchy p:13-18 upto.. fault of
over-valuing machinery) http://public-library.uk/ebooks/25/79.pdf
Module III : Early Twentieth Century Literature
Module outcome:Students would have
MO 1: familiarized themselves with the socio-political and literary movements in early 20th
century English literature
MO 2: critically read the poets, essayists, and dramatists of the early 20th century.
MO 3: distinguished the literary style of the writers in the early 20th century.
Unit 3
Georgian and Edwardian Poets- Robert Bridges -W. B Yeats- Symbolist Movement- Irish
Literary Revival-World Wars I & II and the inter-war years-I WW poetry- Wilfred Owen-
23
Seigfred Sassoon-Rupert Brooke-Imagism-Modernist Poetry- T S Eliot - Prose criticism- T S
Eliot--I A Richards-F R Leavis- Psychological novel- D H Lawrence-Stream of ConsciousnessVirginia Woolf-James Joyce-Joseph Conrad- E. M. Forster-Somerset Maugham-Detective novel-
W.B.Yeats-
“Adam’s Curse”
Rupert Brooke- “Peace”
D.H.Lawrence- “Bat”
T S Eliot-
“The Wasteland”
Virginia Woolf- Mrs Dalloway
James Joyce-
“After the Race”
https://theshortstory.co.uk/devsitegkl/wp-content/uploads/2015/07/Joyce-James-After-the-Raceshort-stories.pdf
Unit 4
Poets of the thirties-W.H Auden- Stephen Spender- Louise MacNeice- surrealism- Apocalyptic
poetry- Dylan Thomas- Prose criticsm- Raymond Williams- Terry Eagleton-New DramaInfluence of Ibsen-Problem play-Shaw-Abbey Theatre-
W.H.Auden - “ Stop all the Clocks…”
Dylan Thomas- “Poem in October”
G B Shaw-
Pygmalion
Terry Eagleton – “Versions of Culture” (from The Idea of Culture p.7-12 upto ….embodies our
common humanity.) https://edisciplinas.usp.br/mod/resource/view.php?id=2672164
Module IV: Post War Literature
Module outcome:
Students would have
24
MO 1: understood the literary movements during the Post-war English literature
MO 2: familiarized with the poets, essayists, and dramatists of the post-war scenario.
MO 3: distinguished the literary style of the writers in the of the post-war English literature.
Unit 5
Movement Poetry-Philip Larkin-Confessional poetry-Sylvia Plath- Poets of the 50’s- Ted
Hughes-Mavericks- Seamus Heaney- Andrew Motion-1980’s- Benjamin Zephaniah- The EssayG K Chesterton- Max Beerbohm- Bertrand Russell- A G Gardiner- Aldous Huxley- George
Orwell- E V Lucas- Biography-Lytton Stratchey-Periodicals- Little MagazineTed Hughes
- “Hawk Roosting”
Seamus Heaney- “Casualty”
Alice Oswald-
“Body”
Carol Ann Duffy- “War Photographer”
George Orwell -
“Reflections on Gandhi”
Unit 6
Modernist theatre- Angry Young Man- Theatre of the Absurd-Samuel Beckett-Theatre of
Cruelty- Kitchen sink drama- Comedy of Menace- Harold Pinter-Tom Stoppard -Caryl ChurchillCharlotte Keatley- In-Yer-face- theatre- Post War Fiction-Graham Greene- William GoldingCampus novel-Evelyn Waugh-C P Snow- Kingsley Amis-Lawrence Durrell-Christopher
Isherwood- Doris Lessing-Muriel Spark-Angela Carter- J K Rowling
John Osborne - Look Back in Anger
Samuel Beckett- Waiting for Godot
Angela Carter- Nights at the Circus
Reading List
Alexander, Michael. A History of English Literature. Chennai: Palgrave Macmillian, 2007.
Bloom, Harold. The Visionary Company: A Reading of English Romantic Poetry. 1961.
Rev. and enl.ed. Ithaca: Cornell UP, 1971.
25
Bowra, Cecil Maurice. The Romantic Imagination. 1949. London: Oxford UP, 1964.
Bradbury, Malcolm. The Social Context of Modern English Literature. New York: Schocken,
1971.
Brantlinger, Patrick. Victorian Literature and Postcolonial Studies. Edinburgh: Edinburgh
UP, 2009.
Bush, Douglas. Mythology and Romantic Traditions. 1937. New York: Pageant, 1957.
Cordery, Gareth. “Foucault, Dickens, and David Copperfield.” Victorian Literature and
Culture 26.1 (1998): 71-85. JSTOR. Web. <http://www.jstor.org/stable/25058404>.
Evans, Ifor. A Short History of English Literature. New York: Penguin, 1990.
Frye, Northrop. A Study of English Romanticism. New York: Random House, 1968.
Grierson, Sir Herbert John and James Cruickshanks Smith. A Critical History of English
Poetry. 1946. London: Bloomsbury Academic, 2013.
Head, Dominic. The Cambridge Introduction to Modern British Fiction. Cambridge:
Cambridge UP, 2002.
Hoerner, Fred. “Nostalgia’s Freight in Wordsworth’s “Intimations Ode”” ELH 62.3 (1995):
631-61. JSTOR. Web. <http://www.jstor.org/stable/30030094>.
Leavis, F.R. New Bearings in English Poetry. Harmondsworth: Penguin, 1963.
Levenson, Michael, ed. The Cambridge Companion to Modernism. 1999. Cambridge:
Cambridge UP, 2003.
Perkins, David. A History of Modern Poetry: From the 1890s to the High Modernist
Mode. Cambridge: Harvard UP, 1976.
Watt, Ian, ed. The Victorian Novel: Modern Essays in Criticism. London: Oxford UP, 1971.
Williams, Raymond. Drama from Ibsen to Brecht. 1965. Rev. ed. London: Penguin, 1973.
26
SEMESTER I
Paper III: EL.513: Shakespeare Studies
(Core Course 3: 6 hours/week)
Aim
To enable students to read Shakespeare’s plays in the context of Elizabethan literature as well as
in the post-colonial contexts, and to appreciate the language, themes and transcultural appeal of
Shakespeare’s works.
Course Objectives
The objectives of this Course are to
•
•
•
•
•
give students an overview of the political, cultural, and social milieu of Shakespeare.
introduce students to the works of Shakespeare i.e., his plays and sonnets and place them
within the context of Elizabethan literature.
enable students to understand plot, characterization, and stagecraft.
give students an understanding of Shakespeare’s diverse contributions to language and
literature.
develop in students insights into contemporary adaptations of Shakespeare, with special
emphasis on the transcultural appeal of Shakespearean works.
Course Outcomes
The students would have
CO 1: gained competence to critically analyse the selected plays and sonnets of
Shakespeare.
CO 2: gained an understanding of the critical perspectives on Shakespeare.
CO 3: developed an overview of Shakespeare performances and adaptations and their
influence on English language and literature through the ages.
Course Description
Module 1: The Proscenium Arch
27
Module Outcomes
The students would have
MO1: understood the socio – political climate of the Elizabethan age
MO 2: analysed the structure of the Shakespearean theatre and performances in them
MO 3: gained an insight into the influences on Shakespeare and the sources of his plays
MO 4: developed and understanding of the plays and their classification as well as the major
themes explored
Unit 1
Social, political, and literary background of Elizabethan England and its reflection in
Shakespeare’s plays – life of Shakespeare – Elizabethan stage - the production of the plays –
sources, actors, theatres, collaborators, and audience –– classification of the plays – editions –
the quartos and folios – Hemmings and Condell – later editions – major Shakespearean criticismmajor themes, relevant discourses and interpretations
Critical Reading
1. Samuel Johnson: “Preface to Shakespeare” (Macmillan Edition, Paragraphs 1- 60)
2. Jonathan Dollimore: “Introduction: Shakespeare, Cultural Materialism and the New
Historicism”
Concepts for Unit 2 and 3
Basic structure of the Shakespearean plot - literary elements in the plays – Senecan
influence – characters – women in Shakespearean plays – use of supernatural elements,
Shakespeare’s use of language- blank verse, imagery, quibbles, soliloquy and aside, kinds
of irony employed, disguise – discourses encountered in Shakespearean plays like
imperialism, humanism, feudalism, homosexuality, and patriarchal dominance
Unit 2
1. Hamlet
Unit 3
2. Twelfth Night
28
Module 2: The Bard’s Quill
Module Outcome
Students would have
MO 1: understood the structure and the form of the Shakespearean sonnet
MO 2: appreciated the socio historical significance of the sonnets with reference to the
Elizabethan and later periods
MO 3: explored the language and themes of the sonnets
Unit 4
Concepts
Structure of the Shakespearean sonnet – classification – dedication of the sonnets – major themes
Sonnets
1. Sonnet 17 – “Who will believe my verse in time to come”
2. Sonnet 78- “So oft have I invoked thee for my muse”
3. Sonnet 147- “My love is as a fever longing still”
4. Sonnet 152- “In loving thee thou know’st I am forsworn”
Critical Reading
•
Shakespeare’s Sonnets and the History of Sexuality: A Reception History
Bruce R. Smith
http://www.blackwellpublishing.com/content/BPL_Images/Content_store/Sample_Chapter/063
1226354/001.pdf
Module 3: From Stage to Screen and Back
Module Outcome:
Students would have
MO 1: gained an understanding of the adaptations of Shakespeare with particular reference to
modern theatre and film
29
MO 2: understood the difference in reception towards drama and film
MO 3: analysed the use of technology to enhance Shakespeare
Unit 5
Concepts
Shakespearean film adaptations- Shakespeare in modern theatre - technics of adaptation-cultural
differences – differences in the reception of drama and film- film audiences - use of technology
– adapting tragedy for screen
1. BazLuhrmann - Romeo+Juliet
2. Akira Kurasawa - Throne of Blood
3. Peter Brook
- King Lear
Critical Reading
Anthony Davies- Peter Brook’s King Lear and Akira Kurosawa’s Throne of Blood
https://www.cambridge.org/core/books/abs/filming-shakespeares-plays/peter-brooks-kinglear-and-akira-kurosawas-throne-of-blood/97BD57B6A225BC021559788FFA7752E7
Module 4: Contemporary Shakespeare(s)
Module Outcome:
Students would have
MO 1: understood how Shakespeare has influenced 21st fiction
MO 2: analysed the retellings of Shakespeare with special reference to adaptations portraying
different endings and perspectives
Unit 6
Concepts
Shakespeare and the 21st Century Novel- popular fictional adaptions of Shakespeare – feminist
and postcolonial retellings – adaptations with alternative endings and perspectives
1. Margaret Atwood- Hag-Seed
2. Ian McEwan- Nutshell
30
Critical Reading
Ania Loomba - “Shakespeare and the Post-Colonial Question”
https://www.taylorfrancis.com/chapters/mono/10.4324/9780203708767-7/introductionshakespeare-post-colonial-question-ania-loomba-martin-orkin-ania-loomba-martin-orkin
Question Paper Pattern
Part I (10 marks; 2 mark questions; to answer 5 out of 8)
• Part II (25 marks; Critical Comments / Short notes; to answer 5 out of 8).
• Part IV: Essay (40 marks; 3 out of 9):
o Section A (15 marks; 3 questions): THREE questions from the drama texts
prescribed in Module II;
o Section B (15 marks; 3 questions): TWO questions from the adaptations of
Shakespeare’s plays, and ONE from Poetry;
o Section C (10 marks; 3 questions): Critical Question
o Difficulty level: As in the core papers
Reading List
1.
Daniel Fischlin, Mark Fortier(eds), Adaptations of Shakespeare: An Anthology of Plays
from the 17th Century to the Present. United States, Taylor & Francis, 2014.
2.
Bloom, Harold. Shakespeare: The Invention of the Human. New York: Riverhead Books,
1998.
3.
Barber, Cesar Lombardi. Shakespeare’s Festive Comedy: A Study of Dramatic Form and
its Relation to Social Custom. Princeton: Princeton UP, 1972.
4.
Bate, Jonathan, and Dora Thornton (eds), Shakespeare: Staging the World. London:
British Museum, 2012.
5.
Bradley, A.C. Introduction. Shakespearean Tragedy. London: Penguin 1991.
6.
Briggs, Julia, This Stage-Play World: English Literature and its Background, 1580-1625.
Oxford: Oxford University Press, 1983.
7.
Bryson, Bill. Shakespeare: The World as Stage. London: Harper Collins. 2007
8.
Crystal, David and Ben Crystal. Shakespeare’s Words: A Glossary and Language
Companion. New York: Penguin Group, 2002.
9.
Dollimore, Jonathan and Alan Sinfield ed. Political Shakespeare: New Essays in Cultural
Materialism. Ithaca: Cornell UP 1985
31
Eastman, Arthur M. A Short History of Shakespearean Criticism. New York: Random,
1968
11. Eliot, T.S. Selected Essays, 1917-1932. San Diego: Harcourt, Brace and Company, 1932
10.
12.
Greenblatt, Stephen. Will in the World: How Shakespeare Became Shakespeare. New
York: W.W. Norton & Co., 2004.
13.
--. Shakespearean Negotiations: The Circulation of Social Energy in Renaissance
England. Berkeley: University of California Press, 1988.
14.
Green MacDonald, Joyce. Shakespearean Adaptation, Race and Memory in the New
World. Germany, Springer International Publishing, 2020.
15.
16.
Greer, Germaine. Shakespeare’s Wife. New York: Harper Perennial, 2009
Gurr, Andrew. The Shakespearean Stage, 1574-1642. Cambridge: Cambridge University
Press, 1980.
Hoenselaars, Ton, ed., The Cambridge Companion to Shakespeare and Contemporary
Dramatists. Cambridge: Cambridge University Press, 2010.
Jones, Ernest. Hamlet and Oedipus. New York: Norton, 1976.
Kermode, Frank. Shakespeare’s Language. New York: Farrar, Straus and Giroux, 1998.
Loomba, Ania. Shakespeare, Race, and Colonialism. United Kingdom, OUP
Oxford, 2002.
Rosenthal, Daniel. 100
Shakespeare
Films. United
Kingdom, Bloomsbury
Publishing, 2019.
Spurgeon, Caroline F.E Shakespeare’s Imagery and What it Tells Us, Cambridge:
Cambridge UP, 2004.
The Cambridge Companion to Shakespeare on Film. United Kingdom, Cambridge
University Press, 2007.
Wells, Stanley and Lena Cowen, eds Shakespeare:An Oxford Guide. Indian ed. New
Delhi: Oxford UP, 2007
Wilson, John Dover. What Happens in Hamlet. 1935. Cambridge: Cambridge UP, 2003
17.
18.
19.
20.
21.
22.
23.
24.
25.
32
SEMESTER I
Paper IV: EL.514 : Language Studies
(Core Course 4: 7 hours/week)
Aim
This course aims to help the students to study the paradigms of language and
linguistics and to help the students to learn and articulate language at the
phonological, morphological and syntactic levels
Course Objectives
The objectives of this Course are to
•
•
•
•
familiarize the students with the various disciplines of language studies and linguistics
give them an insight into the features of language units at the phonological,
morphological and syntactic level
enable the students to produce and comprehend spoken and written language
structures
teach the students to examine the linguistic concepts of the western and eastern
theorists and the current theories of language
Course Outcomes
The students would have
CO 1: understood the basic concepts, branches and history of linguistics.
CO 2: learned to describe and analyze language units based on their phonological,
morphological and syntactical features
CO 3: learned to explain the transformation of sentences based on TG grammar
CO 4: gained competence to use language effectively with a conscious understanding of
its features, syntactic structures and uses
33
Course Description
Module 1: Introducing Linguistics
The students would have
MO 1: developed an awareness of the basic nature of language and the different terms
related to it.
MO 2: become familiar with the various branches of linguistics and the history of
linguistics.
Unit 1
Introduction- Nature and scope- Branches of Linguistics- Sociolinguistics, Historical
linguistics, Psycholinguistics, Neuro-linguistics
Linguistics in West and East-Indian Linguistics- Panini, Patanjali, Bhartrhari- Western LinguistsSaussure, Bloomfield, Noam Chomsky
Approaches to the study of language- Diachronic and Synchronic- Prescriptive and DescriptiveTraditional Grammar and its fallacies- Features of Modern Grammar - Language as a system of
signs- Sign, Signifier, Signified-Langue, Parole, Competence and Performance, Syntagmatic and
Paradigmatic
Module 2: Phonetics and Phonology
Module Outcomes
The students would have
MO 1: gained an understanding of the basics of English phonology and phonetics
MO 2: aquired good pronunciation and transcription skills
Unit 2
Phonetics- definition-types – Articulatory, Acoustic and Auditory- Speech mechanism- Organs
of speech- Speech sounds- classification- Vowels- Cardinal Vowels, Consonants, three part
34
labeling- Phonology- suprasegmental features- word stress, stress shift- primary and secondary
stress- Phonemes- allophones and their distribution
Unit 3
Transcription- Syllable structure- word stress and sentence stress- strong and weak formsRhythm, Juncture, Intonation, Assimilation- Elision
Varieties of language- Dialect, Register, Pidgin, Creole- RP- IPA- GIE
Module 3: Morphology, Semantics and Pragmatics
Module Outcomes
The students would have
MO1: analysed language units based on their phonological, morphological and syntactic features.
MO 2: distinguished the different levels of meanings of words
Unit 4
Morphology- Morphemes- classification- Free and Bound- Roots and Affixes- Lexical and
Grammatical- Inflectional and Derivational- allomorphs and their distribution- Morphophonemics
Word classes- Form class and Function class- Nouns- Verbs- Adjectives, adverbs, prepositions,
pronouns, determiners, modifiers, conjunctions, auxiliary verbs
Unit 5
Semantics: Meaning, conceptual meaning, associative meaning- Lexical semantics: antonymy,
synonymy, hyponymy, homonymy and polysemy
Pragmatics: Content and meaning, invisible meaning
Module 4: Syntactic Theories
35
Module Outcomes
The students would have
MO 1: developed an awareness of the principles and limitations of ICA and PSG
MO 2: become aware of new research areas in the field of linguistics.
Unit 6
Syntax-theories and analysis- ambiguity and limitations- PS grammar- PS rules- limitations- TG
grammar-transformational and generative – deep and surface structure- Aspect Model of
Chomsky- Transformations: a) Singuarly- Interrogation, Negation, Passivisation, Tag Questions,
b) Double based- relativisation, complementation, adverbalisation, co-ordination
Module 5 : Recent Developemnts
Module Outcomes
The students would have
MO 1: gained an insight into the recent trends in Linguistics
MO 2: identified new areas of research
Unit 7
Tagmemics - Chomsky’s Trace Theory(1980) Model- Case, government and binding- Discourse
analysis, Speech Act theory- Applied Linguistics - Contrastive Linguistics - Neurolinguistics Forensic Linguistics
Question Paper pattern
• Part I (10 marks; 2 mark questions; to answer 5 out of 8; ): At least one question from
ALL FIVE modules.
• Part II (20 marks: Short notes; 4 out of 8). TWO questions each from FIRST FOUR
modules.
• Part III (5 marks) ONE transcription passage, without choice
• Part IV (15 x 2= 30 marks)
o Essay question: To answer 2 out of 4 questions. ONE question to be asked from
the first FOUR modules
• Part V : Practical Application: (10 marks, 4 + 6)
 To resolve TWO ambiguities out of FOUR (through IC analysis or TG
grammar) (2 marks each, 2x2= 4)
36

To derive PS and T Rules for TWO singulary transformation out of
THREE choices (passivisation/ interrogation/ negation) (3 marks each;
3x2= 6)
• Difficulty level:
o Part I: 8 EASY questions (to answer 5) (10 marks)
o Part II: 8 AVERAGE questions (to answer 4) (20 marks)
o Part III: AVERAGE (Transcription, to answer ONE ; (5 marks)
o Part IV: EASY and AVARAGE ( Essays, to answer 2 out of 4; 30 marks)
o Part V: DIFFICULT questions (10 marks)
Reading List
Balasubramaniam, T. A Textbook on Phonetics for Indian Students. Macmillan. 1981.
Caplan, David. Neurolinguistics and Linguistic Aphasiology: An Introduction. Cambridge
University Press. 1987.
Chomsky, Noam. Aspects of the Theory of Syntax. MIT Press, 1965.
Coulthard, Malcolm and Alison Johnson. An Introduction to Forensic Linguistics: Language in
Evidence. London and New York: Routledge.2010.
Coulthard, Malcolm and Alison Johnson (eds.)_The Routledge Handbook of Forensic
Linguistics._ London and New York: Routledge. 2013.
Crystal, David. Introducing Linguistics. Penguin. 1992.
Fabb, Nigel. Linguistics and Literature. Wiley-Blackwell. 1997.
Finch, Geoffrey. How to Study Linguistics. New York: St.Martin’s Press. 1999.
Fries, C.C. The Structure of English. Prentice Hall Press (New Edition).1977.
Ingram, John C.L. Neurolinguistics: An Introduction to Spoken Language Processing and Its
Disorders. Cambridge University Press. 2007.
Leach, Geoffrey N. Semantics. Penguin. 1976.
Palmer, Frank. Grammar. Penguin. 1972.
Quirk, Randolf and Sydney Greenbaum. A University Grammar of English. Pearson. 2002
Robins, R.H. General Linguistics: An Introductory Survey. Longman. 1971.
Saussure, Ferdinand de. Course in General Linguistics. Mc Graw- Hill. 1966.
Verma, S.K. and N.Krishnaswamy. Modern Linguistics. Oxford UP.198
37
SEMESTER II
Paper V: EL.521 : X World Literatures I
(Core Course 5 :6 hours /week)
Aim: To read, understand and reflect on texts from different socio-cultural and historical
perspectives
Course Objectives
The objectives of this Course are to
•
•
•
•
•
•
introduce students to world literature
provide knowledge about cultural nationalism, multiculturalism and transnationalism in
the postcolonial world
develop intellectual flexibility, inclusivity, creativity and cultural literacy
contextualize the unique traditions of the world, including aspects of time and space
critically discuss the subtleties involved in regional aesthetics
familiarise students with the concepts of plurality in global voices
Course Outcome
The students would have
CO 1: Recognised the various socio-cultural and political experiences and expressions
seen in world literatures
CO 2: Learned the theoretical grounding to read literatures in English from different
regions
CO 3: Recognised the ways in which transcultural flows affect the readings of texts across
social and historical borders
CO 4: Analysed the discursive reach of English in shaping imaginative journeys across
continents
CO 5: gained an understanding through reading, discussion and writing about literatures
in different genres
38
Course Description
Module I : The Middle East
Module Outcome:
Students would have
MO 1: understood the socio-cultural background of Middle Eastern literature as well as place
space and borders as a method of critical inquiry.
MO 2: identified the poets, dramatist and novelist of the region
MO 3: acquired a theoretical grounding to read literatures in English from different region.
Unit -1
Dalya Cohen-Mor (Editor). “Arab women writers: A Brief Sketch”.
(Arab Women Writers: An Anthology of Short Stories. New York State UP. 2005. Pp 3-7)
Al-Khansaa – “Sleepless I Kept the Night’s Vigil” (poem)
https://www.poemhunter.com/poem/sleepless-i-kept-the-night-vigil/
Maram al Massi – (14) “Women Like Me…” (from A Red Cherry on a White Tiled Floor) (poem)
https://www.narrativemagazine.com/issues/poems-week-2008-2009/poem-week/red-cherrywhite-tiled-floor-maram-al-massri
Tawfiq al-Hakim – The Sultan’s Dilemma (play).
(from Denys Johnson-Davies (Editor). The Essential Tawfiq Al-Hakim: Great Egyptian Writers
(Modern Arabic Literature). The American University in Cairo Press; Reprint edition, 2013.
Raja Alem – Dove’s Necklace (novel) Abrams & Chronicle Books, Reprint edition, 2018.
Khaled Khalifa - Death is Hard Work (novel). Hachette – Antoine, 2016.
Module II: South Asia
Module Outcome:
Students will be able to
39
MO 1: understand the literatures of South Asia, the impact of colonialism, the trauma of partition
and its socio-political impacts in the area.
MO 2: Identify the poets, dramatist and novelist of the region
MO 3: understand the concepts of Post-colonialism, neo-colonialism, transculturation, power
dialogism, identity crisis, gender disparity and suppression.
Unit -2
Imtiaz Dharker – “Purdah I” (poem)
https://www.poetryinternational.org/pi/poem/2823/auto/0/0/Imtiaz-Dharker/PURDAH-1/en/tile
Tsering Wangmo Dhompa – “She Is” (poem)
https://www.poetryfoundation.org/poems/54718/she-is
Ko Ko Thett – “Political Science” (poem)
https://chajournal.blog/2021/03/09/ko-ko-thett/
Urvashi Butalia – “Honour” (from The Other Side of Silence: Voices from the Partition of India)
Penguin, 2007.
Mahmud Rahman – “Kerosene” (from Killing the Water) (short story). Penguin, 2010.
Mohammed Hanif – A Case of Exploding Mangoes (novel). Vintage Books, 2011.
Nayoni Munaweera – Island of a Thousand Mirrors (novel). St.Martins Press, 2014
Module III : Australia and New Zealand
Module Outcome:
Students would have
MO 1: understood the literatures of Australia and New Zealand, the aboriginal cultures and their
narratives
MO 2: learned about the impact of colonial settlements, the repression of the indigenous
population and their struggle for survival MO 3: evaluate the literary texts from a postcolonial
perspective.
40
Unit - 3
Judith Wright – “Bullocky” (poem)
https://allpoetry.com/Bullocky
Banjo Paterson – “Waltzing Matilda” (poem)
https://allpoetry.com/Waltzing-Matilda
At the city pound by VIncent O'Sullivan (poem)
https://www.poetryfoundation.org/poetrymagazine/poems/145477/at-the-city-pound
Attitudes for a New Zealand Poet by Allen Curnow (poem)
https://www.poetryfoundation.org/poetrymagazine/browse?contentId=23694
Yellow Brick Road by Witi Ihimaera (Short Story)
https://englishwithhume.weebly.com/uploads/1/0/7/2/10723048/yellow_brick_road_by_witi_ihi
maera.pdf
David Malouf - Remembering Babylon (novel)
https://urpdf.net/remembering-babylon-pdf/
Patricia Grace - Potiki (novel). University of Hawaii Press, 1995.
Module IV: European, UK and Ireland
Module Outcome:
Students would have
MO 1: understood and identified key concepts in European Literature-Realism, Naturalism,
Expressionism, Symbolism, Surrealism etc
MO 2: learned about movements like Irish Literary Renaissance
MO 3: evaluated the social, political and cultural dimensions of the texts prescribed
Unit -4- European
41
Karin Boyes – Of Course It Hurts
https://www.karinboye.se/verk/dikter/dikter-engelska/of-course-it-hurts.shtml
Yehuda Amichai – Jews in the Land of Israel
https://www.poetryfoundation.org/poems/58629/jews-in-the-land-of-israel
Zofia Romanowics “To my little girl”
https://www.worldliteraturetoday.org/blog/poetry/four-poems-polish-holocaust-survivor-zofiaromanowicz
Fyodor Dostoyevsky – “The Heavenly Christmas Tree” (short story)
Italo Calvino – “Mushrooms in the City” from Marcovaldo (short story)
Wislawa Szymborska – “Utopia” (poem)
https://www.poemhunter.com/poem/utopia-27/
Unit -5- UK and Ireland
Philip Larkin - “Faith Healing”
https://www.poetryfoundation.org/poems/48413/faith-healing
Benjamin Zephania
“People will always needeople”
https://www.best-poems.net/poem/people-will-always-need-people-by-benjaminzephaniah.html
JM Synge – The Tinker’s Wedding (play)
https://www.gutenberg.org/files/1328/1328-h/1328-h.htm
Stephen Baxter – “Last Contact” (short story)
https://epdf.tips/last-contact.html
Monica Ali – In the Kitchen (novel). Doubleday Publishers, 2009.
Reading List:
Boehmer, Elleke. Stories of Women: Gender and Narrative in the Postcolonial Nation.
42
Manchester UP. 2005.
Bondanella, Peter. “Italo Calvino and Umberto Eco: Postmodern Masters.” The Cambridge
Companion to the Italian Novel. Ed. Peter Bondanella and Andrea Ciccarelli. Cambridge
UP. 2003. pp. 168 - 181.
Calder, Alex. The Writing of New Zealand: Inventions and Identities. Auckland UP.
2011.
Chomsky, Noam. “U.S Foreign Policy in the Middle East.” Power and Terror: Conflict,
Hegemony, and the Rule of Terror. Ed. John Junkerman and Takei Masakazu. Pluto.
2011. pp.169 - 196.
Cohen-Mor, Dalya (Editor). “Introduction” Arab Women Writers: An Anthology of Short Stories.
New York State UP. 2005.
Datta, Nonica. Violence, Martyrdom and Partition: A Daughter’s Testimony. Oxford India, 2012.
Flip, Sahim and Tahiti Uluc. “ Contemporary Turkish Thought” in The Blackwell Companion to
Contemporary Islamic Thought. Ed. Ibrahim M. Abu-Rabi. Blackwell. 2006.
Frye, Northrop: “Conclusion to A Literary History of Canada” The Bush Garden: Essays on
the Canadian Imagination. Anansi. 1971.
Goldie, Terry. Fear and temptation: the image of the indigene in Canadian, Australian, and New
Zealand literatures. McGill-Queen's Press-MQUP, 1993.
Klooss, Wolfgang. Ed. Across the Lines: Intertextuality and Transcultural Communication in the
New Literatures in English. Rodopi. 1998.
Laachir, Karima, and Saeed Talajooy, eds. Resistance in contemporary Middle Eastern cultures:
Literature, cinema and music. Vol. 44. Routledge, 2013.
Luckhurst, Mary, ed. A Companion to Modern British and Irish Drama 1880-2005. Blackwell.
2006
Mikhail, Mona N. "Middle Eastern Literature and the Conditions of Modernity: An Introduction."
World Literature Today 60.2 (1986): 197-199.
Parrinder, Patrick. “On Englishness and the Twenty first Century Novel” The Nation and Novel:
The English Novels from its Origins to the Present Day. Oxford UP. 2006.
https://in.1947partitionarchive.org/
43
SEMESTER II
Paper VI: EL.522 : Literatures of India
(Core Course 6: 6 hours/week)
Aim
To develop an understanding of history of the different ages and movements related to the growth
of literatures of India, and to discover the significant authors, styles and traditions of the
literatures of India.
Course Objectives:
The objectives of this Course are to
•
develop in students an extensive insight into the different ages, movements, literary
figures and traditions of the literatures of India
•
build in them literary sensibility and linguistic competency through the reading of literary
works
•
develop competency in critical thinking and aesthetic analysis of literary works
Course Outcomes
The students would have
CO1: learned to distinguish the theoretical positions that present Indian literature as an essentialist
category
CO2: identified the category of ' Literatures of India’ in relation to the emerging discourses of
nation, marginality, region, and resistance
CO3: learned to interpret the reading of literatures of India in vernacular ways through insightful
critical perceptions
CO4: understood the role of translation in the making and unmaking of literary traditions
44
Course Description
Module 1
Theorising Indian Literature
Students would have
MO 1: understood the theoretical inroads to Indian English writings
MO 2:distinguished the differences in theoretical frameworks that can produce multiple readings
of a text
MO 3: analysed the processes by which literatures of India become visible and available to the
West
MO 4: evaluated the role of nationalism in Postcolonial Studies and of the novel as a privileged
genre of the literary study of nationalism
Unit I
Concepts
The complex Indian literary traditions - possibilities and limits- theoretical positions that present
literatures of India as an essentialist category- the disciplinary lens of genre and period- the role
of journals, magazines, and publishing industry in popularising the novel - the colonial factor and
English- the dialect and region - provincializing literatures of India - new approach to the study
of texts and traditions - literatures of India in relation to the emerging discourses of marginality,
region, and resistance –the pluralistic and performative elements of literatures in India –the role
of translation in the making and unmaking of literary traditions—the role of translation in cultural
and political mediations.
1. Raveendran, P.P. “Genealogies of Indian Literature.” Economic and
Political Weekly. vol. 41, no. 25, June 24-26, 2006, pp. 2558-563.
2. Ahmad, Aijaz:“‘Indian Literature’: Notes towards the Definition of a
Category” in In Theory: Nations, Classes, Literatures. Oxford UP, 1992. P.256-265
Suggested Reading:
Das, Sisir Kumar. A History of Indian Literature 1911-1956, Struggle for
45
Freedom: Triumph and Tragedy. Sahitya Akademi, 1993.
Module 2
Indian Narrative Tradition
Students would have
MO1: understood the variety of narrative modes that existed in India from Vedic to pre -modern
times, their exclusive features and narratives produced in other cultures
MO2: classified various forms of Indian narrative literature and analyse its content and nature
MO3: distinguished various forms of narration, including oral traditions which emerged in the
literary circles of India
MO4: evaluated the art of narration as an important and independent genre of literature in ancient
times
Unit 2 : Poetry, Drama, Prose
Concepts
Narrative tradition in India- Earliest works - Ancient Epics and folk narratives - Vedic, Puranic,
Itihasa, Srinkhala, Anyapadesha, Mahakavya, Dravidian, Folk-Tribal, Mishra - Oral Literatures
- Sanskrit literature – Tamil Sangam Literature- Prakrit Literature- Pali Canon- The Buddhist
and the Jain narratives- Fables- Moral Stories - religious story telling-– Bhakti and Sufi
Movements – origin and development of Indian Drama and theatre- Natya and Kavya Performance and art - the relation between narrative and narratology
1.Kalidasa: “Meghadutam” Stanzas 1- 16. (Kalidasa. The Loom of Time. A Selection of His Plays
and Poems, Translated and Introduced by Chandra Rajan, Penguin, 1989. pp.137-140. )
3. Kabir: Poems: “If caste was what the Creator had in mind?” (From Songs of the Saints of
India, Trans. J.S. Hawley and Mark Juergensmeyer , OUP, 2004, pp.50-61)
46
4.Mirabai: “I saw the dark clouds burst” (From Songs of the Saints of India, Trans. J.S. Hawley
and Mark Juergensmeyer , OUP, 2004, pp. 134-40.)
5.Ilanko Atikal: “The First Performance”, Canto 3, lines 1-37. (From The Cilappatikaram:The
Tale of an Anklet, Trans. R. Parthasarathy, Columbia U P, 1993.)
6. Bhasa: “The Envoy” ( Bhasa. The Shattered Thigh and Other Plays. Trans. A.N.D Haksar,
Penguin, 2008.)
7.“The Gambler’s Lament.” (from The Rig Veda: An Anthology.Transl. and Ed. Wendy Doniger
O’ Flahertt: Penguin, 2000.pp. 239-41.)
8. Mushraf Ali Farrooqi: “Introduction” (Muhammad Husain Jah. Hoshruba: The Land and the
Tilism, Tilism-e-Hoshruba. Book One, Translated by Mushraf Ali Farrooqi, Random House,
2011.
https://minds.wisconsin.edu/bitstream/handle/1793/38014/07MusharrafHoshruba.pdf?sequence
=1&isAllowed=y)
Suggested Reading
A.K. Ramanujan: “Is There an Indian Way of Thinking?: An Informal Essay,” Contributions to
Indian Sociology, vol. 23, no.1, 1989, pp. 41-58.
Module 3 : Theorising the Nation
Module Outcomes
Students would have
MO1: understood the key themes, and images in literatures and cultures of India
MO2: distinguished the major issues shaping literary production within the larger framework of
regional, social, political, and cultural contexts
MO3:learned to critique and interpret diverse forms of anti-colonial resistance, the power
and limits of anti-colonial nationalisms and the exclusions of nationalist discourse
47
Concepts
Peasants Movements in India- The Revolt of 1857- notions of nationalism and nation in Indian
English literature- the role of press- modalities with which nation- State evolved in Indian
English writings - Gandhi - iconographies of nation- Modernist departures in Indian writing–
Progressive Writers Movement- Partition literature - Discourses on Nationalism - Subalternity– Dalit Aesthetics- India and globalisation- Decolonisation and Decanonization of English;
Writings of Indian Diaspora- Post - partition literature- Post liberalization Indian novels and
Dramatic Traditions- Role of IPTA (Indian People Theatre Association)- Millennial Indian
writing
Unit 3 : Poetry and Drama
1. Kashiprasad Ghose: “To a Dead Crow” (From The Golden Treasury of Indo-Anglian
Poetry 1828-1965, ed. Vinayak Kristna Gokak, Sahitya Akademi, 1970, p. 59.)
2. Agha Shahid Ali- “Postcard from Kashmir” (India International Centre Quarterly ,vol. 29,
no. 2 (MONSOON 2002), pp. 73-80, https://www.jstor.org/stable/23005779)
3. Mamang Dai: “The Voice of the Mountain” (India International Centre Quarterly ,vol. 32,
no. 2/3, Where the Sun Rises When Shadows Fall: The North-east (MONSOON-WINTER
2005), pp. 45-48. https://www.jstor.org/stable/23006007)
4. Vijay Nambisan: “Madras Central” (From Vijay Nambisan. These Were My
Homes: Collected Poems. Speaking Tiger, 2018. https://1lib.in/book/18520141/344f58)
5. Badal Sircar. Evam Indrajith. Transl Girish Karnad. OUP 1975.
Suggested Reading
Harish Trivedi. “Theorizing the Nation: Constructions of “India” and “Indian Literature.”
Indian Literature vol.37, no.2, 1994. pp. 31-45.
48
Unit 4: Prose and Fiction
1. Vikram Chandra: “Dharma” (From Vikram Chandra. Love and Longing in Bombay,
Penguin, 1997)
2. Saadat Hasan Manto: “The Price of Freedom” (From Mottled Dawn: Fifty Sketches and
Stories of Partition.Trans.Khalid Hasan and Introduction. Daniyal Mueenuddin, Penguin,
2011.)
3. Ambai: “A Kitchen in the Corner of the House.” (From Inner Line :The Zuban Anthology
of Stories by Indian Women. Trans. Lakshmi Holmstorm. Ed. Urvashi Butalia. Zuban an
imprint of Kali for women, 2006.)
4. R.K Narayan: ‘Toasted English” (R.K Narayan: ‘Toasted English.” Reluctant Guru,
Orient Paperbacks,1974, p.57)
5.
Bankimchandra Chatterjee: Rajmohan’s Wife (Bankimchandra Chatterjee: Rajmohan’s
Wife. R. Chatterjee, 1935.https://1lib.in/book/18429981/aa6a25)
6. Siddhartha Sarma: Year of the Weeds (Siddhartha Sarma: Year of the Weeds. Penguin
Random House,2020.)
Suggested Reading
U. R. Ananthamurthy : “Towards the Concept of a New Nationhood: Languages and Literatures
in India” (Talk delivered at Institute of Physics, Bhubaneswar, India on 3 September, 2006.
https://www.iopb.res.in/~mukherji/jhap/URA/ura.pdf )
Module 4
Theorising Vernacular/Bhasha Literature
Students would have
MO1:learned to read literary texts from a range of regional, cultural, social, and political locations
within India
MO2: interpreted the role of translation in the making and unmaking of literary traditions and
how the juxtaposition of English and translations set up a dialogue with the original language and
between themselves.
49
MO3: learned to explain what it means for a translator to mediate between languages and cultures
Concepts
Concept of ‘Indianness’- cultural politics of Indian representations- English and Bhasha
representations- Vernacularisation of English- The politics and poetics of translation- translation
of Indian narratives into English giving
voice and visibility to cultures - appropriation,
nativisation and indigenisation of English- How Indian identities are constructed in translated
texts- Regional (bhasha) literatures- articulating the local- Rewriting, Rereading historytranslation as a site of resistance and transformation.
Unit 5: Poetry
1. Subramania Bharati: “Freedom’, Trans. C. Rajagopalachari
(Subramania Bharati: Chosen Poems and Prose. Edited by K. Swaminathan, All India
Subramania Bharati Centenary Celebrations Committee, 1984. pp. 44-5)
2.Sitanshu Yashaschandra: “Language” Trans. Roomy Naqvi and the author.
(The Tree of Tongues:An Anthology of Modern Indian Poetry.Edited by E.V.Ramakrishnan.
Indian Institute of Advanced Study,1999. P.124)
3.Vinod Kumar Shukla : “One should See One’s Own Home” (Trans. Dilip Chitre and Daniel
Weissbort, from
The Tree of Tongues:An Anthology of Modern Indian Poetry.Edited by
E.V.Ramakrishnan. Indian Institute of Advanced Study,1999.p.205)
4. Kadammanitta Ramakrishnan, “The Cat is My Grief Today” (Trans. P.P. Raveendran, from
The Cat is My Grief Today and other Poems, Sahitya Akademi,2009. p.112)
5. Vaidehi: “An Afternoon with Shakuntala” Trans. Jaswant Jadav
(Women Writing in India: The Twentieth Century, Book II, Edited by Susie Tharu and K. Lalita,
The Feminist Press,1993. p.535)
Suggested Reading
Makarand R. Paranjape: “Vernacularising the ‘Master’ Tongue: Indian English and Its ConTexts” (Indian English and 'Vernacular' India. Edited by Makarand R. Paranjape and G.J.V.
Prasad. Pearson, 2010. pp.91 - 108.)
50
Unit 6: Fiction
1.Premchand, “The Shroud”, (Trans. Madan Gopal, Premchand: Twenty Four Stories.Translated
by Nandini Nopany and P. Lal, Vikas, 1980.)
2.Mahasweta Devi: “Kunti and the Nishadin” ( from After Kurukshetra, Seagull. 2005)
3.Yeshe Dorjee Thongchi: “The Journey” Trans. D.P Nath (From Silent Lips and Murmuring
Hearts, Sahitya Akademi, 2010.)
4.Sachin Kundalkar: Cobalt Blue.Trans. Jerry Pinto, The New Press, 2016.
5.Na. D'Souza: Dweepa/Island. Trans. Susheela Punith, OUP,2013.
Suggested Reading
Tejaswini Niranjana: “Translation, Colonialism and Rise of English”
Economic and Political Weekly, vol. 25, no. 15 (Apr. 14, 1990), pp. 773-79.
Suggested Further Reading:
Aysha Iqbal Viswamohan. Post liberalization Indian Novels in English:Politics of Global
Reception and Awards. Anthem Press,2014.
Bharucha, N.E. and Vrinda Nabar, Eds. Mapping Cultural Spaces: Postcolonial Indian Literature
in English. Vision Books, 1998.
Bhatnagar, M.K., Ed. Commonwealth English Literature. Atlantic, 1999.
Bhatnagar, Vinita, Dhondiyal. Readings in Indian English Literature: Nation, Culture and
Identity. Harman Publishing, 2001.
Chakladar, Arnab. “The Postcolonial Bazaar: Marketing/Teaching Indian Literature.” ARIEL vol.
31, no. 1-2, 2000, pp. 183-201.
Chatterjee, Partha. Nation and its Fragments: Colonial and Postcolonial
Histories. Princeton U P, 1993.
Chaudhuri, Maitrayee. “Gender in the Making of the Indian Nation-State”.
Sociological Bulletin. vol. 48, no. ½, 1999. pp.113-33.
51
Das, Sisir Kumar. A History of Indian Literature 1911-1956, Struggle forFreedom: Triumph and
Tragedy. Sahitya Akademi, 2006.
Deleuze, Gilles and Félix Guattari. Kafka; Toward a Minor Literature. U of Minnesota P, 1986.
Desai, A.R. Social Background of Indian Nationalism. Popular
Prakashan, 2000.
Dimock, Edward C. The Literatures of India: An Introduction.U of Chicago P,1978.
Ghosh, Bishnupriya. When Borne Across: Literary Cosmopolitics in the Contemporary Indian
Novel. Rutgers UP, 2004.
Iyengar, K.R. Srinivasa and Prema Nandakumar. Indian Writing in English. Sterling,1983.
Iyengar, K.R. Srinivasa. Indian Writing in English. Sterling, 2012.
Kalidasa. “Introduction.” The Loom of Time. A Selection of His Plays and Poems, Translated
and Introduced by Chandra Rajan, Penguin, 1989.
King, Bruce. Modern Indian Poetry in English. OUP India, 2005.
Mehrotra, A.K. A Concise History of Indian Literature in English. Palgrave Macmillan, 2009.
Mukherjee, Sujit. A Dictionary of Indian Literature. Vol 1. Beginnings to 1850. Orient Longman,
2004.
Naik, M.K. A History of Indian English Literature. Sahitya Akademi, 2009.
Nalini Ramachandran. Lore of the land: Storytelling Traditions of India. Penguin, 2017.
Nanavati, U.M. and Prafulla C. Kar, Eds. Rethinking Indian English Literature. Pencraft
International, 2000.
Narasimhaiah, C.D. “Indian Writing in English: An Introduction.” The Journal of
Commonwealth Literature. Vol.5,1968.
Niranjana, Tejaswini. Siting Translation: History, Post-Structuralism and the Colonial Context.
California UP, 1992.
Paniker, Ayyappa. “The Asian Narrative Tradition,” Indian Narratology. Indira Gandhi Centre
for the Arts, 2003.pp. 160-68.
Paranjape, Makarand R. “Indianness: Essence or Construct? Critiquing a Seminar on ‘Indian
Literature: Concept and Problems.’” New Quest 105 (May-June 1994), pp.155-61.
---. Indian English Poetry, Macmillan,1993.
Ramakrishnan, E. V. and UdayaKumar. “Modernism in Indian Literature” Routledge
Encyclopedia of Literary Modernism, Taylor &Francis, 2016.
52
Ramakrishnan, E. V. ed. Narrating India: The Novel in Search of the Nation. Sahitya Akademi,
2005.
Raveendran, P. P. “Genealogies of Indian Literature.” Economic and Political Weekly. vol. 41.no.
25. June 24-26, 2006, pp. 2558-563.
Rushdie, Salman. Imaginary Homelands: Essays and Criticism 1981-1991. Granta, 1992.
Satchidanandan, K. ed. Signatures : One Hundred Indian Poets. National Book Trust ,2003.
Spivak, Gayatri. “The Politics of Translation.” Outside in the Teaching Machine. Routledge,
1993, pp.179-200.
Trivedi, Harish. “Theorizing the Nation: Constructions of “India” and “Indian Literature.” Indian
Literature, vol. 37, no.2 ,1994, pp.31-45.
---. Colonial Transactions: English Literature and India. Calcutta, 1993.
Varughese, Dawson E. Reading New India:Post-Millennial Indian Fiction in English.
Bloomsbury, 2013.
Vinay Dharwadkar. “Orientalism and the Study of Indian Literature.” In Orientalism and
Postcolonial Predicament: Perspectives on South Asia. ed. Carol A Breckenridge and
Peter van der Veer. OUP, 1994, pp. 158-95.
Walsh, William. Indian Literature in English. Longman, 1990.
53
SEMESTER II
Paper VII- EL.523 : GENDER STUDIES
(Core Course 7 : 6 hours/week)
Aim
To enable students to interrogate and analyze socio-political-historic structures and
representations underlying the politics and sociology of gender- related positions on evolving
identities, on activism, legal rights and gender related development.
Course Objectives
The objectives of this Course are to
•
•
•
•
•
Introduce students to the key areas in Gender Studies as a discipline
Teach them to interrogate and analyze socio-political-historic structures and cultural
representations and discourses to uncover the politics of gender and the positioning of
gender identities
Lead them to explore and deepen gender-related perspectives on legal rights, activism,
policy/advocacy, and research.
Inculcate an awareness of evolving gender perspectives and identities
Arrive at critically informed readings of process of gender related development.
Course Outcomes
The students would have
CO 1: Interrogated and analyzed gendered performance and power in a range of social spheres.
CO2: analyzed patriarchal socio-political-historic structures and cultural representations and
discourses
Co 3: Explored and deepened their gender-related perspectives on gender laws, activism,
policy/advocacy.
CO 4: Arrived at critically informed readings of literary texts and cultural practices with an
understanding of the politics of gender
Co 5: understood the positioning of intersectional gender identities in the process of
development.
54
Course Description
Module I : Historicising Gender
Module Outcomes
The students would have
MO 1: comprehended the historical contexts of gender hierarchies
MO 2: understood the relationship between gender, power, ideology
MO 3: been introduced to the important feminist struggles and movements
MO 4: discussed the ideas of the major theorists in the field
Unit 1
Concepts
Sex and gender- power structures- ideology- critique of patriarchy- notions of equality- feminist
movements- women's suffrage- first, second, third waves- gender politics- language,
representations, culture, identity- objectification- phallocentrism – Second Sex-Vindication of
rights - Personal is Political-Patriarchy in India
Simone de Beauvoir “Introduction”, The Second Sex. Vintage. 2015. p.1-15
Bhasin, Kamla. What Is Patriarchy? Women Unlimited, New Delhi, 2004, pp. 1–20.
Recommended Reading
“The Primacy of the Mother.” Of Woman Born: Motherhood as Experience and Institution, by
Adrienne Rich, W.W. Norton and Company, New York, 1995, pp. 85–109.
https://literariness.org/wp-content/uploads/2020/04/Adrienne-Rich-Of-Woman-Born_Motherhood-as-Experience-and-Institution-1995-W.-W.-Norton-Company.pdf
Text for Methodological Analysis
Joe Baby. Dir. The Great Indian Kitchen. 2021
55
Module II : Theories of Gender and Sexuality
Module Outcomes
The student would have
MO 1: discussed the different theories of Feminisms
MO 2: understood them in relation to socio-cultural structures and
practices
MO 3: evolved a strategy of feminist textual analysis
MO 4: Raised questions related to gendered bodies where body is one of
the most significant sites for the enactment of power relations
Unit 2
Feminisms- Liberal, Radical and Marxist Feminisms- Black and Postcolonial Feminisms aphasia – transcendence – psychosomatic - frigidity - post feminism – Indian feminism -écriture
féminine – gynocriticism - male gaze - objectification – ideal feminine- phallocentrism
Gender – Performativity –Identity- Body and Desire - Sexuality Studies- LGBTQ- Queer
Butler, Judith. “Subjects of Sex/Gender/Desire.” Gender Trouble: Feminism and
theSubversion of Identity. Routledge. 2010. pp. 1–25.
T. Muraleedharan “Gender and Queer Theories: Possibilities and Pitfalls”
https://youtu.be/V0rGCqw0s3M
Recommended Reading
Cixous, Hélène. “The Laugh of the Medusa.” Feminisms. 1991. pp. 334–
349.doi:10.1007/978-1-349-22098-4_19.
Text for Methodological Analysis
Rituparna Ghosh. Dir. Chitrangada. 2012.
Module III : Gender and Culture
Module Outcomes
The student would have
MO 1: identified the ways gender, power, modernity, and hegemony play out across a range of
cultures and human experiences.
56
MO 2: identified the gendered representations of art, culture and literature
MO 3: learned to critically read the texts prescribed in through the lens of gender
MO 4: understood women’s and LGBTQ+ people’s experience in cultural contexts
Concepts
Gender and representation- gender and nation- gender and modernity- hegemonic
masculinity gender and popular cultureUnit 3
1.
Devaki Nilayangode. Antharjanam: Memoirs of a Namboodiri Woman. Trans. Indira
Menonand Radhika P. Menon. Oxford University Press. 2012.
2. Kandaswamy, Meena. When I Hit You: Or, A Portrait of the Writer as a Young Wife.
Atlantic. 2017
3. Krishna Sobti. Listen Girl. Transl. Shivanath. Katha. 2002. (novella)
4. A Litany for Survival (Poem)- Audre Lorde
https://www.poetryfoundation.org/poems/147275/a-litany-for-survival
5. “The Thing around your Neck” (Short Story)- Chimamanda Ngozi Adichie. (from The
Thing around your Neck. Fourth Estate.2009.)
6. Danez Smith: “Tonight, in Oakland”
https://www.poetryfoundation.org/poems/58027/tonight-in-oakland
Recommended Reading
Velayudhan, Meera. “Changing Roles and Women's Narratives.” Social Scientist 22.1/2.
1994.pp. 64. doi:10.2307/3517852.
Text for Methodological Analysis
Kamala Das My Story
Unit 4
Mulvey, Laura. “Visual Pleasure and Narrative Cinema.” Feminisms. 1975. pp. 438–
448.doi:10.1007/978-1-349-14428-0_27.
Gibson, Mel. “Comics and Gender.” The Routledge Companion to Comics, by Frank Bramlett et
al., Routledge, Taylor Et Francis Group, New York; London, 2017, pp. 285–291.
57
Recommended Reading
Thomas, Rosie. “Indian Cinema: Pleasures and Popularity.” Screen, 26.3-4. 1985.pp. 116–
131.doi:10.1093/screen/26.3-4.116.
Text for Methodological Application
Shaji Kailas. Dir. Narasimham. 2000.
Module IV: Gender, Rights and Development
Module Outcomes
The student would have
MO 1: recognized the intersections between gender and other social and cultural identities,
including race, ethnicity, national origin, religion, class, caste, disability and sexuality.
MO 2: addressed the issue of legal empowerment to fight against violations of the body and to
question all forms of violence against women
MO 3 : become familiar with legal definitions of sexual harassment at workplace, anti-dowry
laws, domestic violence and rape
MO 4: explored the paradigms of interventions and activism in the digital age
Unit 5
Concepts
Intersections -gender and other social and cultural identities- including race, ethnicity, national
origin, religion, class caste, tribe, disabilities and sexualities
Kodoth, Praveena. “Gender, Caste and Matchmaking in Kerala: A Rationale for
Dowry.” Development and Change 39.2. 2008. pp. 263–283. doi:10.1111/j.14677660.2008.00479.x.
Anand, Shilpaa. “Historicising Disability in India; Questions of Subject and Method.” Disability
Studies in India: Global Discourses, Local Realities, by Renu Addlakha, Routledge India, New
Delhi, 2016, pp. 35–50.
Recommended Reading
58
Atwal, Jyoti. “Embodiment of Untouchability: Cinematic Representations of the ‘Low’
Caste Women in India.” Open Cultural Studies 2.1. 2018. pp. 735–745.
doi:10.1515/culture-2018-0066.
Text for Methodological Analysis
Shonali Bose. Dir. Margarita with a Straw. 2015.
Unit 6
Concepts
Violence, Agency, Domestic Violence, Marital Rape, Sexual Harassment, Rape, Workplace
Harassment, Me Too – Legal rights-cyber laws- laws on rape, child abuse- POCSO laws- sexual
harassment, dowry, domestic violence-
1.Vishaka guidelines against sexual harassment at the workplace
http://www.nitc.ac.in/app/webroot/img/upload/546896605.pdf
2.Anti- Dowry Laws in India
https://wcd.nic.in/act/dowry-prohibition-act-1961
Reccommended Reading
Dey, Adrija. “ Nirbhaya and Beyond- Role of Social Media and ICTs in Gender Activism in
India.” Nirbhaya, New Media and Digital Gender Activism. Ed. Adrija Dey. Emerald Publishing.
2018.
QUESTION PAPER PATTERN
•
PART 1. Answer in 50 words (2x5 =10 marks)
2 marks (5 out of 8). Include questions from all modules.
•
PART 2. Answer in 100 words (5x5 =25 marks)
5 marks (5 out of 8). Include questions from all modules.
•
PART 3. Answer in 300 words (45 marks)
Section A: (1 out of 3) Three essay questions from module I & II (15 marks)
59
Section B: (1 out of 3) Three essay questions from module III & IV (15 marks)
Section C: (1 out of 3) Three essay questions from the modules to evaluate the students general
understanding of concepts discussed in all modules (10 marks)
NOTE TO TEACHERS/QUESTION PAPER SETTERS
The text for methodological application is included to help students understand the concepts
discussed in each module. The text(s) prescribed for Recommended Reading and
Methodological Application is only for classroom discussion. Questions from this section
should not be included in the final examination.
Reading List
Agnes, Flavia. “ Protecting Women against Violence? Review of a Decade of legislation 198089.” EPW, 25 April 1992.
---. Law and Gender Equality: The Politics of Women’s Rights in India. OUP, 1999.
Aravumudan, Gita. Unbound: Indian Women@Workplace. Penguin Books India.
2010.
Basu, Srimati. The Trouble with Marriage: Feminists Confront Law and Violence in India.
University of California Press. 2015.
Bhat, M., & Ullman, S. E. “Examining Marital Violence in India: Review and
Recommendationsfor Future Research and Practice.” Trauma, Violence, & Abuse 15.1 (2014).
pp. 57–74.
Bhasin, Kamla. What Is Patriarchy? Women Unlimited, New Delhi, 2004.
---. What Is Patriarchy? Kali for Women. 1993.
Bordo, Susan. Unbearable Weight: Feminism, Western Culture, and the Body. University
ofCalifornia Press. 1994.
Butler, Judith. Gender Trouble. Routledge, 1990.
Chakravarti, Uma. Gendering Caste. Sage, 2018.
Chaudhari, Maitrayee. Ed. Feminism in India. Kali for Women, 2005.
60
de Beauvoir, Simone. The Second Sex. Vintage. 2015.
Desai, Bharat H, et al. “Quest for Women’s Right to Bodily Integrity: Reflections on
Recent Judicial inroads in India.” <https://www.epw.in/engage/article/quest-womensright- bodily-integrity-judicial-inroads>
Foucault, Michel. The History of Sexuality, Volume 1. Pantheon Books.
1978.Glover, David, and Cora Kaplan. Genders. Routledge. 2009.
Freedman, Estelle B., ed. The Essential Feminist Reader. Modern Library. 2007.
Gamble, Sarah,ed. The Routledge Companion to Feminism and Postfeminism. Routledge,
2010.
Ghosh, Shohini. “Bollywood Cinema and Queer Sexualities.” Queer Theory: Law,
Culture,Empire. Eds. Robert Leckey and Kim Brooks. Routledge. 2011. pp. 55–68.
Gupta, Charu. "Writing Sex and Sexuality: Archives of Colonial North India." Journal
ofWomen's History 23. 4. 2011. pp.12-35.
Halberstam, Judith. In a Queer Time and Place: Transgender Bodies, Subcultural Lives.
NewYork University Press. 2005.
International Labour Organisation. “Preventing and Responding to Sexual Harassment at
Work:Guide to the Sexual Harassment of Women at Workplace(Prevention, Prohibition and
Redressal)Act,2013,India.”<https://www.ilo.org/wcmsp5/groups/public/---asia/---robangkok/---sro-new_delhi/documents/publication/wcms_630227.pdf> Web.
Thomas, Rosie. “Indian Cinema: Pleasures and Popularity.” Screen, 26.3-4. 1985.pp. 116–
131.doi:10.1093/screen/26.3-4.116.
Jha, Sonora, and Alka Kurian, eds. New Feminisms in South Asian Social Media,
Film,and Literature: Disrupting the Discourse. Routledge. 2017.
Kakar, Sudhir. Intimate Relations: Exploring Indian Sexuality. Penguin, 1989.
Kumari, A. Krishna Samarapadhangalile Pen Peruma, Thrissur: Samatha: A Collective of
Gender Justice, 2012.
Nilayamgode, Devaki. Antharjanam: Memoirs of a Namboodiri Woman. Trans. Indira
Menonand Radhika P. Menon. Oxford University Press. 2012.
Mandal, Saptarshi. “The Impossibility of Marital Rape: Contestations Around Marriage,
61
Sex,Violence and the Law in Contemporary India.” Australian Feminist Studies 29:81
(2014). pp.255-272.
Mathur, Kanchan. “Body as Space, Body as Site: Bodily Integrity and Women's
Empowermentin India.” Economic and Political Weekly 43.17. Apr. 26 - May 2, 2008. pp.
54-63.
Menon, Nivedita. Sexualities. Women Unlimited. 2007.
… Seeing Like a Feminist. Penguin Books, 2012.
---. Gender and Politics in India. OUP, 1999.
Mohanty, Chandra T. “Under Western Eyes: Feminist Scholarship and Colonial
Discourses.”Feminism without Borders: Decolonizing Theory, Practicing Solidarity. Duke
University Press, 2003.
https://www.sfu.ca/~decaste/OISE/page2/files/MohantyWesternEyes.pdf
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2004.
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Feminism.
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Legality:A Few Controversies.” Global Public Health 13:6 (2018). pp.702-710.
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KeralaSociety.” Social Scientist 23.1/3. 1995. pp. 109-123. doi:10.2307/3517894.
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Company, New York, 1995.
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and G. S. Jayasree, Oxford University Press. 2017.
Usha Kumari, T.A. Ed. ThozhilKendrathilekku,Thrissur: Samatha: A Collective of Gender Justice,
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Vidya, Living Smile. I am Vidya: A Transgender’s Journey. Rupa Publications, 2014.
Virani, Pinki. Bitter Chocolate. Penguin Boos. 2000.
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https://ur.booksc.eu/book/82122317/a41faf
63
SEMESTER II
Paper VIII- EL.524: CRITICAL STUDIES I
(Core Course 8: 7 hours/week)
Aim
The paper aims to introduce the students to some of the important thinkers, foundational concepts
and seminal texts that brought in a paradigm shift to our understanding of literature, culture and
society in the 20th century.
Course Objectives
The objectives of this Course are to
•
familiarize students with the major theoretical paradigms that informed critical
thought during the 20th Century
•
acquaint students with the complex openings between literature, culture and society
that structure texts, practices and power relations.
•
equip students to arrive at critically informed readings of literary and cultural texts.
Course Outcome
The students would have
CO 1: critically analysed literary and cultural texts using the foundational concepts
explored in this course.
CO 2: gained the critical acumen to negotiate contested knowledge systems.
CO 3: learned to steer the theoretical paradigms and unsettle disciplinary boundaries.
Course Description
MODULE 1
Theories of Language - New Criticism, Russian Formalism, Structuralism
Module Outcome
Students would have
64
MO 1: explored and analyse the theories of language - its contribution to the
understanding of structure, craft and deliberation in literary theory.
MO 2: discussed the theorists of New Criticism, Russian Formalism and Structuralism.
MO 3: learned to apply theories of language in textual reading.
Unit 1
Concepts
Metaphor, Irony, Tension, Paradox, Ambiguity, Intentional Fallacy, Affective Fallacy,
Literariness, Defamiliarisation, Foregrounding,
“Art as Technique”- Victor Shklovsky in Newton K.M (eds) Twentieth Century Literary Theory.
New York. St Martin’s Press, 1997. pp 3-6
Unit 2
Concepts
Langue/Parole,
Signifier/
Signified,
Structural
Anthropology,
Mytheme,
Bricolage,
Readerly/Writerly text, Polyphony
“The Nature of the Linguistic Sign”- Ferdinand de Saussure. Course in General Linguistics.
Columbia University Press. 2011. pp 65-70
Text for Methodological Application
William Blake. “Tyger”
MODULE II
Post Structuralism
Module Outcome
Students would have
MO 1: understood the dynamic and ambiguous nature of language which permits an
endless process of signification.
MO 2: learned to critique existing structures of knowledge and understand the power
relations inherent in them.
MO 3: analyzed literature using the theoretical tool provided.
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Unit 3
Concepts
Phenomenology, Deconstruction (French and American/Yale), Derrida- Metaphysics of
Presence, Logocentrism, Differance, Transcendental Signified, Trace, Supplementarity, Aporia,
Alterity, Dissemination, Discourse, Textuality, Intertextuality, Metanarrative, Rhizome,
Simulacra
Derrida, Jacques. “Structure, Sign and Play in the Discourse of the Humanities.” Modern
Criticism and Theory: A Reader. David Lodge and Nigel Wood. Ed. Routledge. 2013. pp.
89 – 103.
Text for Methodological Application
Robert Frost. “The Road Not Taken”.
MODULE III
Psychoanalysis
Module Outcome
Students would have
MO 1: examined Freudian, Jungian and Lacanian psychoanalytical principles -their
contribution to the understanding of structure, craft and deliberation in literary theory.
MO 2: comprehended the complex workings of the human mind and the implications of
the same on the world.
MO3: learned to apply these theories to textual readings.
Unit 4
Concepts
Libido, Pleasure Principle, Reality Principle, Oedipus Complex, Penis Envy, Freudian Slips,
Archetypes, Collective Unconscious, the Persona, the Self, Shadow
Freud, Sigmund. “The Conscious and the Unconscious”, “The Ego and the Id”, “The Ego and
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the Super-Ego”. Beyond the Pleasure Principle and Other Writings. Trans. John
Reddick. Penguin 2003. 105-29. Print.
Unit 5
Concepts
Signified and Signifier, Symbolic Order, Imaginary Order, The Real, Mirror Stage, Jouissance,
Desire, Transference
Lacan, Jacques. “The Insistence of the Letter in the Unconscious”. Modern Criticism and Theory
: A Reader. Ed. David Lodge and Nigel Wood. Routledge,2013. 186-209.
Texts for Methodological Application
Sylvia Plath. “ Daddy”
MODULE IV
Marxism
Module Outcome
Students would have
MO 1: acquired a critical understanding of the major tenets of Marxism
MO 2: located Marxism as a pivotal stream of thought in political, social, economic and
cultural networks
MO 3: understood class divisions, socioeconomic status and power relations among
various sections of the society.
Unit 6
Concepts
Class, Base, Superstructure, Classical Marxism, Historical Materialism, Dialectical Materialism,
Commodities, Commodification, Theory of Production, Commodity Fetishism, Capital,
Capitalism, Labour, Bourgeoisie, Proletariat, Alienation, Socialism, Class Struggle, Ideology,
ISA, RSA, Division of Labour, False Consciousness, Means of Production, Mode of Production,
Hegemony, Interpellation, Political Economy, Sublation
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Williams, Raymond. “Introduction”. Marxism and Literature. OUP,1997. pp.1-7.
Text for Methodological Application
Thomas Gray. “Elegy Written In A Country Church Yard”.
MODULE V
New Historicism
Module Outcome
Students would have
MO 1: learned to look at literature from a historical context and understand the textuality of
history.
MO 2: examined how events are interpreted and presented in literary texts.
MO 3: understood that reality is constructed and is multiple.
Unit 7
Concepts
Foucault - Non- Discursive and Discursive Practices, Contextualism, Thick Description,
Apparatus, Archaeology, Genealogy, Historiography, Historicity, Arts of Existence,
Discontinuity, Episteme, Non- Reductionism, Circulation, Panopticon, Regimes of Truth,
Textuality, Textuality of History, Historicity of Texts, Anecdote, Archival Continuum, Cultural
Materialism, Symbolic Anthropology
Foucault, Michel. “Introduction.” The Archaeology of Knowledge. Routledge. 2002. pp. 3–19.
Text for Methodological Application
W.B. Yeats. “Easter 1916”
Question Paper Pattern
•
PART 1. Answer in 50 words (2x5 =10 marks)
2 marks (5 out of 8). Questions from all modules with at least one from each module.
•
PART 2. Answer in 100 words (5x5 =25 marks)
5 marks (5 out of 8). Questions from all modules with at least one from each module.
68
•
PART 3. Answer in 300 words (40 marks)
Section A: (1 out of 3) Three essay questions from the required reading list 15 marks
Section B: (1 out of 3) Three essay questions from the modules to evaluate the students
understanding of the theoretical paradigms and concepts 15 marks
Section C: (1 out of 3) Questions based on critical analysis of a known or unknown text provided
from three different critical perspectives 10 marks
NOTE TO TEACHERS/QUESTION PAPER SETTERS
The text for methodological application is included to help students understand how
literary/cultural texts can be analysed using the theoretical tools discussed in each module. The
text(s) prescribed for recommended reading and methodological application is only for
classroom discussion. Questions from this section should not be included in the final
examination.
Reading List
Atkins, C. Douglas. Reading Deconstruction/Deconstructive Reading. U of Kentucky P,1983.
Barthes, Roland. “Death of the Author”. Modern Criticism and Theory: A Reader, by
David Lodge and Nigel Wood. Routledge.2013. pp. 145-150.
Baudrillard, Jean. Simulacra and Simulation. 1981. Trans. Sheila Faria Glaser. U of Michigan
P, 1994.
Belsey, Catherine. Poststructuralism: A Very Short Introduction. OUP, 2002.
BLACK, Jack. “I Am (big) M(Other)’: Lacan’s big Other and the Role of Cynicism in Grant
Sputore’s I Am Mother”. Free Associations: Psychoanalysis and Culture, Media, Groups,
Politics (80) 2020. 121-131. Sheffield Hallam University Research Archive (SHURA)
at: http://shura.shu.ac.uk/27745/
Bloom, Harold, et al. Deconstruction and Criticism. Seabury, 1979.
Chodorow, Nancy J. Feminism and Psychoanalytic Theory. Yale U P, 1992.
Culler, Jonathan- Structuralist Poetics: Structuralism, Linguistics and the Study of
Literature. London: Routledge and Kegan Paul, 1975.
Chakrabarty, Dipesh. “Post Coloniality and the Artifice of History". Representations37 Special
Issue: Fantasies and Postcolonial Histories (1992): 1-26. JSTOR Web. 16 Aug 2005.
69
Dagerman, Stig. “To Kill a Child”. Sleet. 1947. Translated by Steven Hartman.2013.
. www.nybooks.com/blogs/nyrblog/2014/jan/31/to-kill-a-child/
Deleuze, Gilles and Felix Guattari. Anti- Oedipus : Capitalism and Schizophrenia. Penguin
Classics, 2009.
Deleuze, Gilles and Felix Guattari. “A Thousand Plateaus”. Literary Theory: An Anthology.
2nd ed. Julie Rivkin and Michael Ryan Ed. Blackwell, 2004. pp. 378 -386.
Derrida, Jacques. Of Grammatology. Trans. Gayatri Chakravorty Spivak. John Hopkins UP,
1976.
Derrida, Jacques. Writing and Difference. Trans. Gayatri Chakravorty Spivak. John Hopkins
UP, 1976.
Eagleton, Terry. Criticism and Ideology. Schocken, 1978.
---. (ed.), Raymond Williams: Critical Perspectives. Oxford, 1989.
---. Heathcliff and the Great Hunger. London, 1995.
---. Marxism and Literary Criticism. Routledge, 2006.
Elam, Diane. Feminism and Deconstruction. Routledge, 1994.
Foucault, Michel. The Foucault Reader. Ed. Paul Rainbow. Pantheon,1984.
Foucault, Michel. “Introduction.” The Archaeology of Knowledge. Routledge. 2002. pp. 3–19.
Geertz Clifford. "Deep Play: Notes on the Balinese Cockfight." The Interpretation of Cultures.
1992.
Greenblatt, Stephen. Renaissance Self-Fashioning: From More to Shakespeare, Princeton UP,
1980.
Greenblatt, Stephen. Hamlet in Purgatory. Princeton UP, 2001.
Hawkes, Terence. Structuralism and Semiotics. London: Methuen, 1977.
Jacobson, Roman. “The Dominant.” In Ladislav Matekka and Krystyna Promosca,
eds., Readings in Russian Poetics: Formalist and Structuralist Views. Normal,
IL: Dalkey Archive Press. 2002. pp 82-7.
Jacobson, Roman. “Closing Statement: Linguistics and Poetics” in Thomas A.
Sebeok, ed., Style in Language. Cambridge, MA: MIT Press.1960. pp 350-77
Jameson, Fredric. Marxism and Form: Twentieth-Century Dialectical Theories of Literature.
Princeton UP, 1971.
Jameson, Frederic. The Prison-House of Language: A Critical Account of
70
Structuralism and Russian Formalism. Princeton, New Jersey: Princeton U P, 1972.
Koopman, Colin. Genealogy as Critique: Foucault and the Problems of Modernity. Indiana U
P. 2013.
Kristeva, Julia. Desire in Language: A Semiotic Approach to Literature and Art. Rev. ed.
Columbia UP, 1982.
Ladislav, Matejka and Krystyna Promoska, eds. Readings in Russian Poetics:
Formalist and Structuralist Views. 1971. Normal, IL: Dalkey Archive Press,
2002.
Laplanche, J., Pontalis, J.-B., & Lagache, D. (1967). The Language of Psycho-Analysis. (D.
Nicholson-Smith, Trans.; 1st ed.). Routledge. https://doi.org/10.4324/9780429482243
Lentricchia, Frank- After the New Criticism. Chicago: University of Chicago Press,
1980.
Levi- Strauss, Claude. Structural Anthropology. Trans. C. Jacobson and B.G.
Schoepf. London.:Allen Lane, 1968.
Lodge, David. The Modes of Modern Writing: Metaphor, Metonymy and the Typology
of Modern Literature. London. Edward Arnold, 1977.
Lodge, David. Working with Structuralism. London: Routledge,1986.
Marx, Karl. (with Friedrich Engels) The Communist Manifesto, 1848; Das Kapital, 1867;
"Consciousness Derived from Material Conditions" from The German Ideology, 1932;
"On Greek Art in Its Time" from A Contribution to the Critique of Political Economy,
1859.
Marx, Karl. "The Fetishism of Commodities and the Secret Thereof', Classical Sociology
Theory, Ed. I. McIntosh. New York UP. 68-71.
---. "The German Ideology" Classical Sociology Theory, Ed. I. McIntosh. New York
UP. 26-38.
Mclellan, D. The Thought of Karl Marx. Macmillan Press, London, 1971.
Moi, Toril, ed. The Kristeva Reader. Blackwell, 2002.
Mukarovsky, Jan. “On Poetic Language”. The Word and the Verbal Art: Selected Essays by
Jan Mukarovsky. Translated and edited by J. Burbank and Peter Steiner. New Haven.
Yale U P, 1977. pp 1-64.
Propp, Vladimir- The Morphology of the Folktale. University of Texas Press,
71
1968.
Rae, Gavin. Poststructuralist Agency: The Subject in the Twentieth Century Theory.
Edinburgh UP, 2020.
Scholes, Robert. Structuralism in Literature: An Introduction . New Haven. Yale UP,
1974.
Thompson ,Eva M -Russian Formalism and Anglo- American New Criticism. De
Gruyter Mouton, 1971.
Todorov,Tzvetan. Literature and its Theories. Routledge, 1988.
Veeser, ed. The New Historicism. Routledge, 1989.
Williams, Raymond. Marxism and Literature. Oxford UP, 1977.
Williams, Raymond. Culture and Society 1780–1950. Chatto & Windus, 1958.
Wimsatt W.K, Jr- The Verbal Icon: Studies in the Meaning of Poetry. 1954.
Weedon, Chris. Feminist Practice and Poststructuralist Theory. Wiley, 1996.
Zizek, Slavoj. How to Read Lacan. Granta Books, 2006.
72
SEMESTER III
Paper IX: EL.531 : World Literatures II
(Core Course 9 : 6 hours/week)
Aim: To read, understand and reflect on texts from different socio-cultural and historical
perspectives
Course Objectives:
The objectives of this Course are to
•
introduce students to world literature
•
provide knowledge about cultural nationalism, multiculturalism and transnationalism in
the postcolonial world
•
develop intellectual flexibility, inclusivity, creativity and cultural literacy in students
•
contextualize the unique traditions of the world, including aspects of time and space
•
critically discuss the subtleties involved in regional aesthetics
•
familiarise students with the concepts of plurality in global voices
Course Outcomes
The students would have
CO 1: Recognised the various socio-cultural and political experiences and expressions seen in
world literatures
CO 2: Learned the theoretical grounding to read literatures in English from different regions
CO 3: Recognised the ways in which transcultural flows affect the readings of texts across social
and historical borders
CO 4: Analysed the discursive reach of English in shaping imaginative journeys across continents
73
CO 5: gained an understanding through reading, discussion and writing about literatures in
different genres by writers who have significantly influenced World Literatures
Course Description
Module I
East & South East Asia
Module Outcomes:
The students would have
MO 1: been introduced to the literature of East and South East Asia
MO 2: learned how the historical and mythical past of the region continues to influence the
present
MO 3: explored issues such as diasporic identity, exile and belonging, linguistic choice, race
and gender politics.
Rin Ishigaki – “Cliff” (poem) (https://www.poetryinternational.org/pi/poem/3779/auto/0/0/RinIshigaki/CLIFF/en/tile)
Catherine Lim – “The Taximan’s Story” (from Little Ironies – Stories of Singapore, Heinemann
Asia, 1989) (https://studylib.net/doc/25459644/the-taximan-s-story)
Rattawut Lapcharoensap – “Sightseeing” (from Sightseeing, Grove Press, 2005)
Elena Paulma – “Three Kisses”
(https://journals.upd.edu.ph/index.php/lik/article/download/2626/2463)
Haruki Murakami – “Where I’m Likely to Find It” (from Blind Willow, Sleeping Woman,
Random House UK, 2007)
74
Yuan Qiongqiong – “Rice” (https://www.wordswithoutborders.org/article/rice)
Wu Cheng’en – Extracts from Journey to the West (Monkey) (Chapter 1. Monkey, trans, Arthur
Waley,
Evergreen
Books,
1994)
(https://www.learner.org/series/invitation-to-world-
literature/journey-to-the-west/journey-to-the-west-read-the-text/)
Shin Kyung-Sook – Please Look After Mom (novel) (Vintage Books, 2012)
Gene Luen Yang – American Born Chinese (graphic novel) (Square Fish, 2008)
Module II
Africa and the Caribbean
Module Outcomes:
The students would have
MO 1: appreciated the origin of the concepts related to colonialism and post-colonialism
MO 2: examined the development of tradition alongside post-colonial thought in the African and
Caribbean geo-political spheres.
Edward Kamau Braithwaite – “Bermudas”
(https://www.poetryfoundation.org/poems/52757/bermudas-56d2317c9465f)
Gabriel Okara – “Once Upon a Time”
(https://thehenrybrothers.wordpress.com/2011/06/04/once-upon-a-time-gabriel-okara/)
Olive Senior – “Colonial Girl’s School” (https://poetryarchive.org/poem/colonial-girls-school/)
Nadine Gordimer – “The Ultimate Safari” (https://granta.com/the-ultimate-safari/)
75
Ata Ama Aidoo – Anowa (from Postcolonial Plays: An Anthology, ed. Helen Gilbert,
Routledge, 2001)
(http://guffordsenglishclasses.weebly.com/uploads/1/2/5/8/12589236/anowa_text.pdf)
Chigozie Obioma – Orchestra of Minorities (Little Brown and Company, 2019)
Module III
America and Canada
Module Outcomes:
The students would have
MO 1: Familiarized themselves with tendencies and trends that embody North American
writing.
MO 2: Learned about major thoughts within American and Canadian literatures with specific
focus on literatures of the minorities and disenfranchised
F R Scott – “The Canadian Authors’ Meet” (https://rory911.pressbooks.com/chapter/thecanadian-authors-meet)
Rita Joe – “I Lost My Talk” (https://www.poetryinvoice.com/poems/i-lost-my-talk)
Ernest Hemingway - “Fathers and Sons” (The Complete Short Stories of Ernest Hemingway pp
369-378)
Tomson Highway – The Rez Sisters. Saskatoon: Fifth House Publishers, 1992.
Solomon Northup - Twelve Years a Slave. Norton Critical Editions. W. W. Norton & Company,
2016.
76
Module IV
Latin America
Module Outcomes:
The students would have
MO 1: been introduced students to the immense contribution of Latin America to the scope of
world literatures.
MO 2: understood the historical, social and literary impacts that have helped those countries to
evolve their own literary tradition and identity.
Gabriela Mistral – “God Wills It”
(https://www.poetryfoundation.org/poetrymagazine/browse?contentId=23104)
Angélica Gorodischer – “Absit”
(http://necessaryfiction.com/stories/AngelicaGorodischerAbsit)
Jorge Luis Borges – “The Argentine Writer and Tradition”
(http://tadubois.com/Volumetwohomepage/Borges.pdf)
Gabriel Garcia Marquez – “The Solitude of Latin America”, Nobel Prize Acceptance Speech
(https://www.nobelprize.org/prizes/literature/1982/marquez/lecture)
Tony Mason - “Introduction”, Passion of the People? Football in South America. London:
Verso, 1995
Reading List
Ashcroft, Bill, et al., editors. The Post-Colonial Studies Reader. 2nd ed., Routledge, 2005.
Atwood, Margaret. Strange things: the malevolent north in Canadian literature. Hachette UK,
2009.
77
Bar-On, Tamir. "The ambiguities of football, politics, culture, and social transformation in Latin
America." Sociological Research Online 2.4 (1997): 15-31.
Batts, Michael S. "Multiculturalism and Canadian Literature." Us/Them. Brill, 1992. 41-46.
Bhabha, Homi K. “Introduction”. In: Homi K. Bhabha. The Location of Culture.London/New
York: Routledge. 1–28. 1994.
Cheah, Pheng. What is a World? On Postcolonial Literature as World Literature. Durham, NC:
Duke University Press. 2016.
D’haen, Theo. The Routledge Concise History of World Literature. New York: Routledge. 2012.
Dathorne, Oscar Ronald. African literature in the twentieth century. U of Minnesota Press, 1975.
Echevarría, Roberto González. Modern Latin American Literature: A Very Short Introduction.
Oxford University Press, 2012.
Echevarría, Roberto González. The voice of the masters: writing and authority in modern latin
american literature. Vol. 64. University of Texas Press, 2010.
Fee, Margery. "Reading aboriginal lives." Canadian Literature 167 (2000): 5-7.
Gilbert, Helen. Postcolonial Plays: An Anthology. London: Routledge, 2001.
Hart, Stephen M. A companion to Latin American literature. Vol. 243. Tamesis Books, 2007.
Lapcharoensap, Rattawut. Sightseeing, Grove Press, 2005.
Lamming, George. “The Occasion for Speaking”. The Post-Colonial Studies Reader
Li, Ping. “Canonization of Chinese Literature in the English- Speaking World: Construction,
Restrictions and Measures.” International Journal of English and Literature Vol. 5 (x). November
2014. pp.257 - 265.
Li, Tingting Elle, and Eric Tak Hin Chan. "Connotations of ancestral home: An exploration of
place attachment by multiple generations of Chinese diaspora." Population, space and place 24.8
(2018): e2147.
78
Lim, Catherine. Little Ironies: Stories of Singapore. Singapore : Pearson Education South Asia
Pte Ltd 2014
Mason, Tony. Passion of the People? Football in South America. New York: Verso. 1995.
Mostow, Joshua S ed. The Columbia Companion to East Asian Literature. New York: Columbia
University Press. 2003.
Murakami, Haruki. Blind Willow, Sleeping Woman, Random House UK, 2007
Neumann, Birgit and Rippl, Gabriele. "Anglophone World Literatures: Introduction" Anglia, vol.
135, no. 1, 2017, pp. 1-20. https://doi.org/10.1515/ang-2017-0001
Olney, James. "" I Was Born": Slave Narratives, Their Status as Autobiography and as
Literature." Callaloo 20 (1984): 46-73.
Patke, R.S., & Holden, P. (2009). The Routledge Concise History of Southeast Asian Writing in
English (1st ed.). Routledge.
Smith, Verity. Encyclopedia of Latin American Literature. Routledge, 1997.
Taiwo, Oladele. "An Introduction to West African Literature." (1967).
Wu Cheng’en. Journey to the West (Monkey), trans. Arthur Waley, Evergreen Books, 1994
79
SEMESTER III
PAPER X: EL.532 : Critical Studies II
(Core Course 9 : 7 hours/week)
Aim
This Course aims to familiarize students to the developments in literary theory since poststructuralism, engaging with the work of important thinkers and understanding concepts
emerging from the re-articulations of foundational theories.
Course Objectives
The objectives of this Course are to
•
introduce new directions in contemporary critical theory.
•
engage with theoretical re-articulations after the post-structuralist turn.
•
develop an understanding of the future of theory.
Course Outcome
The students would have
CO 1: understood new directions that inform the terrain of contemporary critical theory.
CO 2: attained the reflexivity to engage with theory and critical practices
CO 3: gained critical acumen to pursue interdisciplinary academic interests.
Course Description
MODULE I
Postmodernism
Module Outcome
The students would have
MO 1: become familiar with the concepts of Postmodernism.
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MO 2: comprehended and learned to critique the tenets of Lyotard and Baudrillard.
MO 3: learned to apply the concepts discussed in textual analysis- explore multiple meanings of
a text.
Unit 1
Concepts
Discontinuity, Parody, Pastiche, Black Humour, Intertextuality, Metafiction, Historiographic
Metafiction, Temporal Distortion, Magic Realism, Fabulation, Schizophrenia, Maximalism,
Minimalism, Advanced Capitalism, Liquid Modernity
Lyotard, Jean Francois. “Answering the Question: What is Postmodernism”. Postmodern
Debates. Palgrave. 2001. pp 53-62
Text for Methodological application
William Carlos Williams. “Red Wheel Barrow”
Unit 2
Concepts
Simulation, Simulacra, Virtual Reality, Hyperreal, Reification
Baudrillard, Jean. “Simulacra and Simulations” in Modern Criticism and Theory- A Reader. Eds.
David Lodge and Nigel Wood. Noida, Dorling Kindersley Publishing Inc. 2011.pp 422430.
Text for Methodological application
Emily Dickinson. “I Heard a Fly Buzz When I Died”
MODULE II
Postcolonialism
Module Outcome
The students would have
MO 1: acquired an understanding of colonial, postcolonial and neo-colonial discourses
MO 2: developed an understanding of how the politics of imperialism/colonialism continues to
shape the contemporary order
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MO 3: learned to apply the concepts in textual analysis
Unit 3
Concepts
Colony and Colonialism, Settler, Empire, Orient and Occident, Centre/Margin, Decolonisation,
Nativism, Anticolonialism, Neo Colonialiam, Eurocentricism, Third World, Ambivalence,
Diaspora, Ethinicity, Hybridity, Mapping, Mimicry
Said, W. “Introduction to Orientalism.” Orientalism. London. Penguin, 1-28.
Text for Methodological Application
Gabriel Okara. “Once Upon a Time”
Unit 4
Concepts
Nation/Nation State, Subaltern, Post Imperial Societies, Antiessentialism, Negritude, Apartheid,
Other, Dislocation, Imagined Communities, Third World, Fourth World, Narratives of
Subversion, Nationalism, Post Nationalism, Common Cultural Past, Culture Concept, Dalit
Studies, Subaltern Studies, Minority Ethnic Community
Chatterjee, Partha. “Whose Imagined Community?” Empire and Nation: Selected Essays.
Columbia University Press, 23-36. Print.
Text for Methodological Application
Derek Walcott. “Ruins of a Great House”
MODULE III
The Anthropocene and its Impact
Module Outcomes:
The students would have
MO 1: learned to ask critical questions regarding the role played by human beings as geological
and biological agents.
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MO 2: Understood the critical role played by modernity in the trajectories of ecological
ontologies.
MO 3: Interrogated universalizing narratives of development and comprehend the impact of the
same on lives and livelihoods.
Unit 5
Concepts
The Holocene Age- Causality- Anthropogenic- Climate Justice- Deep Ecology- Dark EcologyGeo-Logics- Afro-Futurisms- Political Ecology
Chakrabarty, Dipesh. “The Climate of History: Four Theses.” Critical Inquiry, vol. 35, no. 2,
The University of Chicago Press, 2009, pp. 197–222, https://doi.org/10.1086/596640.
Text for Methodological Application:
Moana: https://www.youtube.com/watch?v=GmUDEiY1h-4
MODULE IV
Posthumanism
Module Outcomes:
The students would have
MO 1: Comprehended the complexities of human-non-human interconnectedness.
MO 2: Considered the ethical implications of socio-political interactions with sentient nonhuman, non-biological entities.
MO 3: Acknowledged discourses of rights, intellectual property and personhood within the
matrices of bio-politics and genetics.
Unit 6
Concepts
Humanism, Non-Human, Transhumanism, Weird, Uncanny, Cyborg, Zombie Apocalypse,
Artificial Intelligence, Rhizome, Assemblages, Biopolitics, Bio-geopolitics.
Francesca Ferrando: Posthumanism, Transhumanism, Antihumanism, Metahumanism, and New
Materialisms Differences and Relations. https://existenz.us/volumes/Vol.8-2Ferrando.pdf
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Text for Methodological Application:
Wall-E: https://www.youtube.com/watch?v=3JC8iD-smPg
MODULE V
New Directions
Module Outcome
The students would have
MO 1: Known the emerging areas in contemporary critical theory.
MO 2: Examined the emotional, material and spatial dimensions of human life as manifested in
discourses/texts.
Mo 3: Critically analysed texts and experiences using the concepts explored in this module.
Unit 7
Concepts
Theories of affect- Autonomy of Affect - Affective Economies- Theories of Space – Spatial Triad
- Third Space- Theories of Everyday – Thing Theory -Agency of Objects
References for Module V
Ahamed, Sara. “Affective Economies”. Social Text (2004) 22 (2(79)): 117-139.
doi: 10.1215/01642472-22-2_79-117
Brown, Bill. “Thing Theory.” Critical Inquiry 28.1. 2001. pp. 1–22. doi:10.1086/449030.
Lefebvre, Henri. The Production of Space. Trans. Donald Nicholson-Smith. Massachusetts:
Blackwell, 1991.
Soja, Edward. Thirdspace. Blackwell, 1996.
Massumi, Brian. “The Autonomy of Affect.” Cultural Critique 31. 1995. p. 83.,
doi:10.2307/1354446.
Hoskins, Janet. “Agency, Biography and Objects”. Handbook of Material Culture, 2006.
doi:10.4135/9781848607972.n6
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Question Paper Pattern
•
PART 1. Answer in 50 words (2x5 =10 marks)
2 marks (5 out of 8). Questions from all modules with at least one from each module.
•
PART 2. Answer in 100 words (5x5 =25 marks)
5 marks (5 out of 8). Questions from all modules with at least one from each module.
•
PART 3. Answer in 300 words (40 marks)
Section A: (1 out of 3) Three essay questions from the required reading list 15 marks
Section B: (1 out of 3) Three essay questions from the modules to evaluate the students
understanding of the theoretical paradigms and concepts 15 marks
Section C: (1 out of 3) Questions based on critical analysis of a known or unknown text provided
from three different critical perspectives 10 marks
NOTE TO TEACHERS/QUESTION PAPER SETTERS
The text for methodological application is included to help students understand how
literary/cultural texts can be analysed using the theoretical tools discussed in each module. The
text(s) prescribed for recommended reading and methodological application is only for
classroom discussion. Questions from this section should not be included in the final
examination.
Reading List
Ashcroft, Bill, Griffiths, Gareth and Tiffin, Helen (eds), The Post-Colonial Studies Reader.
London and New York: Routledge, 1995.
Agamben, Giorgio. Remnants of Auschwitz: The Witness and the Archive, trans, Daniel
Heller-Roazen, New York: Zone Books. 2002.
Bauman, Zygmunt. Liquid Modernity. Polity, 2000.
Baldick, Chris. “Literary Theory and Textual Politics: Since 1968.” In Criticism and Literary
Theory, 1890 to the Present. Longman, 1996.
Bell, Alice. The Possible Worlds of Hypertext Fiction. Macmillan, 2010.
Bertens, Hans. The Idea of the Postmodern :A Histor.y Routledge, 1995.
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Bhabha, Homi K. (ed.), Nation and Narration. Routledge, 1990.
Bhabha, Homi K. The Location of Culture [1994]. Routledge, 2004.
Braidotti, R. “The Poshuman”. Polity: Cambridge (MA). 2014.
Calinescu, Matei. Five Faces of Modernity: Modernism, Avant Garde, Decadence, Kitsch,
Postmodernism. Duke University Press, 1987.
Cruikshank, Julie. “Glaciers and Climate Change: Perspectives from Oral Tradition.” Arctic,
vol.
54,
no.
4,
Arctic
Institute
of
North
America,
2001,
pp.
377–93,
http://www.jstor.org/stable/40512394.
Deleuze,Gilles and Felix Guattari. “Introduction: Rhizome” from A Thousand Plateaus:
Capitalism and Schizophrenia , trans. Brian Massumi .University of Minnesota Press, 1987.
D’haen, Theo. “Magic Realism and Postmodernism: Decentering Privileged Centers.” In
Lois Parkinson Zamora and Wendy B. Faris, eds., Magical Realism; Theory, History,
Community. Duke University Press, 1995.
Dusinberre, Juliet. Alice to the Lighthouse: Children’s Books and Radical Experiments in
Art. Basing stoke: Macmillan, 1987.
Eagleton, Terry. “Capitalism, Modernism and Postmodernism”. Modern Criticism and
Theory- A Reader,eds., David Lodge and Nigel Wood. Noida, Dorling Kindersley
Publishing Inc. 2011.pp 378-389.
Fanon, Frantz. Black Skin, White Masks [1952], trans. by C. L. Markmann, with Foreword by
Homi Bhabha. Pluto, 1986.
Fanon, Frantz. The Wretched of the Earth [1961], trans. by Constance Farrington, with
Preface by Jean-Paul Sartre. London: Penguin, 2001.
Fukuyama, F. “Our Posthuman Future”. 2002.
Harvey, David. A Brief History of Neoliberalism. New York: Oxford University Press, 2005.
Haraway, D. “A Manifesto for Cyborgs: Science, Technology, and Socialist Feminism in the
1980s”. 1985.
Heidegger, Martin. ‘The Word of Nietzsche: ‘‘God is Dead’’’ in (1977) The Question
Concerning Technology and Other Essays, trans. William Lovitt, New York: Harper
Torchbooks. 1943.
Hall, E. F., & Sanders, T. (2015). Accountability and the academy: Producing knowledge
about the human dimensions of climate change. Journal of the Royal Anthropologica
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Institute, 21(2), 438–461. https://doi.org/10.1111/1467-9655.12162,
Haraway, D. (2019). It matters what stories tell stories; it matters whose stories tell
stories. a/b: Auto/Biography Studies, 34(3), 565–
575. https://doi.org/10.1080/08989575.2019.1664163
Howe, C. (2014). Anthropocenic ecoauthority: The winds of oaxaca. Anthropological
Quarterly, 87(2), 381–404. https://doi.org/10.1353/anq.2014.0029
Said, Edward. Culture and Imperialism. London: Chatto & Windus, 1993.
Shiva, V. “Biotechnological Development and the Conservation of Biodiversity”
pp. 193-213. 1995.
Spivak, Gayatri Chakravorty. In Other Worlds: Essays in Cultural Politics. London: Routledge,
1987.
Paper XI: Elective 1
Paper XII: Electives 2
Paper XII: Elective 3
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SEMESTER IV
Paper XIV: EL.541 : Kerala Culture and Literature
(Core Course 11 : 6 Hours/week)
Aim
This course aims to familiarize students with the social /political /historical formations of the
culture and literature of Kerala, and equip them to make creative, theoretical and socio-political
interventions in this area.
Course Objectives
•
•
•
•
•
Introduce the politics of socio-cultural formations within Kerala
Make students realize the sense of plurality and its contradictions within Kerala
Shift the focus of academic exercises to empirical everyday
Form a critique of the patterns of power that shaped the knowledge/culture/social
systems
Mark resistance as a key to the formation of histories.
Course Outcome
The student would have
CO1: Understood the socio-cultural specificities and nuances that shaped Kerala
CO2: Understood the inherent ironies and contradictions within Kerala and imbibe a sense of
everyday critique
CO3: Learned from lived everyday experiences
CO4: Developed a sense of creative and critical thinking
CO5: Understood the socio-cultural plurality that defines Kerala through divergent
historical/cultural formations.
Module I: History and Historiography
Module Outcomes
The student would have
MO1: Comprehended the multiple formations of History.
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MO2: Comprehended the historical narratives of resistance to dominant historiography.
MO3: Comprehended the pluralistic formation of history, society and culture
Unit 1
Kesavan Veluthat: ‘The Keralolpathi as History’ The Early Medieval in South India. OUP 2009.
(129- 146)
Unit 2
Satheesh Chandra Bose: ‘Re construction of ‘the Social’ for Making Modern Kerala: Reflections
on Narnarayana Guru’s Social Philosophy.’ Kerala Modernity, Idea, Spaces and Practices in
Transition. Ed. Satheesh Chandra Bose and Siju Sam Varughese, Orient Blackswan, 2015 (5973)
Pradeepan Pampirikunnu: ‘Nationalism, Modernity, Keralaness: A Subaltern Critique’ No
Alphabet in Sight. Ed. K. Satyanarayana and Susie Tharu, Penguin Books. 2011 (557-569)
Module II: Contemporary Interventions
Module Outcomes
The student would have
MO1: learned to critique the socio-cultural narratives of power.
MO2: Equiped oneself so as to resist patriarchy, caste, neo-liberal policies and other similar
contemporary hegemonies in the socio cultural everyday.
MO3: Comprehended the need to assert a sense of plurality in the understanding and formation
of history, culture amd knowledge.
Unit 3
Rekharaj; ‘Rajani’s Suicide’ No Alphabet in Sight, Ed. K. Satyanarayana and Susie Tharu,
Penguin Books. 2011 (572-574)
Nitheesh Kumar K.P: ‘Historical view of Tribal Land Alienation in Kerala’
Module III: Poetry and Drama
Module Outcomes
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The student would have
MO1: Read literary Narratives as Historical Commentaries
MO2: Understood regional poetry in its relation to socio-cultural history.
MO3: Conveyed the importance of translations and re-telling in the vernacular.
Unit 4
Poykayil Appachan: ‘The Song’
Sree Narayana Guru: ‘Casteism’ https://www.poemhunter.com/poem/casteism/
Edasseri Govindan Nair: ‘Kuttippuram Bridge’
Kadamanitta Ramakrishna Pillai: ‘Shanta’
Satchidanandan: ‘Gandhi and Poetry’
https://www.poemhunter.com/i/ebooks/pdf/koyamparambath_satchidanandan_2012_9.pdf
Balachandran Chullikkad: ‘Where is John?’
M. R Renukumar: ‘Will go on Hugging’
https://www.modernliterature.org/malayalam-poetry-m-r-renukumars-poems/
V.M Girija: ‘Marital Life’
https://www.modernliterature.org/malayalam-poetry-m-girijas-poems/
Ashalatha: ‘Please Come, Oh Flood’
https://www.modernliterature.org/panopticon-poems-by-ashalatha/
Aleena: ‘Transplorers’
https://www.modernliterature.org/three-poems-by-aleena-translated-by-ra-sh/
G.Sankara Pillai: Wings Flapping, Somewhere (Play)
Module IV: Prose and Fiction
Module Outcomes
MO1: Read literary Narratives as Historical Commentaries
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MO2: Comprehend the narrative development of Short Fiction
MO3: Comprehend the paradigm shifts in form, content and narrative in literary history
Unit 5
Karoor Neelakanda Pillai: ‘A Packet of Rice’
Lalithambika Antharjanam: ‘The Goddess of Revenge’
Basheer: ‘Poovan Banana’
Kamala Das: ‘Scent of the Bird’
Paul Zacharia: ‘Bhaskara Pattelar and My Life
Priya A.S: ‘Onion Curry and the Table of Nine’
E.Santhosh Kumar: ‘Hills Stars’
K R Meera :’ Yellow is the Colour of Longing’
Unit 6
Narayan: Kocharethi: The Araya Woman
O.V.Vijayan : The Legends of Khasak
Sara Joseph : Othappu: The Scent of the Other Side
Benyamin: Goat Days
Recommended Reading
Antharjanam, Lalithambika. Agnisakhi. VasanthiSankaranarayanan (Trans) Delhi: OUP, 2015.
Asher, R.E. and V. Abdulla Wind Flowers Penguin. 2004
Bahuaddin, K.M. Kerala Muslim History: A Revisit, Other Books: Calicut,2012.
Basheer, Vaikom Muhammed, Poovan Banana and Other Stories, Orient Black Swan 1994.
Bhattathirippad, V.T. My Tears, My Dreams. Sindu V. Nair (Trans) Delhi: OUP, 2013.
91
Bose, Satheesh Chandra and Siju Sam Varughese. Kerala Modernity: Ideas, Spaces and
Practices in Transition. New Delhi:Orient Black Swan. Pvt Ltd. 2015.
Brown, Lesley W. “The Christian of St’ Thomas in the sixteenth Century”, The Indian Christians
of St’ Thomas, St Thomas Service and Community Center OUP.1982.
Das, Kamala. The Kept Woman and Other Stories, Om Books International, 2010.
Devika, J. Kulasthreeyum Chandapennum Undaayathengane, CDS, Thiruvananthapuram, 2010
Ganesh, K N. Keralathinte Innalekal, Trivandrum: The State Institute of Languages: 1990.
Ganesh, K.N Exercises in Modern Kerala History, Kottayam: Sahithya Pravarthaka Co-operative
Society, 2012
George, K.M. A Survey of Malayalam Literature, Asia Publishing House, 1968.
---, Western Influence on Malayalam Language and Literature, Sahitya Academy. 1972.
Guru, Nataraja. The Word of the Guru: Life and Times of Guru Narayana, New Delhi: D.K. Print
world, 2008.
Gurukkal, Rajan. Social Formation of Early South India, OUP, 2010.
Jayasree G.S and Sreedevi K.Nair, Onion Curry and the Nine Times Table: The Samyukta
Anthology of Malayalam Stories 2006.
Jeffrey, Robin. The Decline of Nair Dominance Society and Politics in Travancore 1847-1908,
Manohar Publishers and Distributors New Delhi, 1976.
Joseph,Sara : Othappu: The Scent of the Other Side, OUP, 2012.
Kesavan Veluthatt, Brahman Settlement in Kerala. Historical Studies, Cosmo Books, 2013
Kumari, A. Krishna Samarapadhangalile Pen Peruma, Thrissur: Samatha: A Collective of
Gender Justice, 2012.
Kuroor, Manoj. Nilam Poothu Malarnna Naal, Kottayam: DC Books, 2015.
Kurup, K.K.N. Aspects of Kerala History and Culture, College Book House: Vadakara, 1977.
Meera, K.R. Yellow is the Colour of Longing, Penguin, 2016.
Menon, O. Chandu. Indulekha. Delhi: OUP, 2005.
92
Mohan, Sanal. “Searching for Old Histories: Social Movements and the Project of Writing
History in Twentieth Century Kerala” History in the Vernacular Ed. Raziuddin Aquil and Partha
Chatterjee. New Delhi: Permanent Black, 2008: 357-390.
Nair, Sreedevi. K. Women Writers of Kerala. SSS Publications, 2012.
Nair, Vasudevan M.T. Naalukettu, Delhi: OUP, 2007.
Narayan, Kocharethi: The Araya Woman, OUP 2012.
Narayanan, M.G.S. Perumals of Kerala, Cosmo Books, 1996.
Nisar M. and Meena Kandasamy, “Ayyankali and his Movement” Ayyankali Dalit Leader of
Organic Protest, Other Books: Calicut, 2007.
Padmanabhan K.P. History of Kerala (4 Volumes)
Paniker, K Ayyappa. A Short History of Malayalam Literature. Dept of Public Relations, Govt
of
Kerala, 1977.
---, I Can’t Help Blossoming Current Books, 2002.
Panikkar, K. N. Essays on the History and Society of Kerala. Trivandrum: Kerala Council for
Historical Research, 2015.
Ramanujan A.K. Poems of Love and War. New York: Columbia University Press, 1985.
Raveendran, P.P and G.S. Jayasree The Oxford India Anthology of Malayalam Literature
VOL1&2, OUP,2017.
Santhosh Kumar. E, A Fistful of Mustard Seeds (trans) P.N.Venugopal
Usha Kumari, T.A. Ed. ThozhilKendrathilekku,Thrissur: Samatha: A Collective of Gender
Justice, 2014.
Variyar, M.R. Raghava and RajanGurukkal.Ed. Cultural History of Kerala Vol 1&2, Department
of Cultural Publications, Government of Kerala 1999.
Vielle, Christophe. “How did Parasurama come to rise Kerala”? Irreverent History, Essays for
M.G.S Narayanan. KesavanVeluthatans Donald. R. Davis. Jr. Ed. New Delhi: Primus Books,
2015.
Vijayan, ,O.V, The Legends of Khasak, Penguin Random House, 2008.
93
SEMESTER IV
Paper XV: EL.542 : English Language Teaching: Theory and Practice
(Core Course 12 : 7 Hours/week)
Aim
This course aims to familiarize the students with the various theories and methods of English
Language Teaching, especially as a second language in India, and to inculcate competence both
as students and future teachers.
Course Objectives
The objectives of this course are to:
•
•
•
•
•
examine the theories of language learning and acquisition.
create awareness of various approaches and methods of teaching English.
develop skills and impart practical experience in teaching English.
introduce current trends in ELT techniques and evaluation.
give an awareness on the areas of research in ELT.
Course Outcomes
The students would have:
CO 1: acquired knowledge of the evolution of ELT as a discipline, especially in India.
CO 2: gained knowledge of the theoretical frameworks that inform ELT practices.
CO 3: learned to assess critically the implications of the various approaches, methods and
techniques.
CO 4: developed the ability to critically evaluate syllabi, teaching materials and evaluation
procedures.
Course Description
Module 1: Introduction to English Language Teaching
Module Outcomes
The students would have:
94
MO 1: understood the history and evolution of ELT in India.
MO 2: familiarized themselves with the contexts of ELT.
Unit 1
ELT in India – History – Macaulay’s Minutes – Status of English after Independence – English
as a medium of instruction – difficulties in the teaching of English – crowded classrooms-- lack
of exposure-culture gap - mother tongue interference etc.
Contexts of ELT – Native and non-native – ESL, EFL, TESOL, ESP, EAP, EOP – defining
standards – proficiency frameworks – CEFR – testing agencies and certifications – IELTS,
TOEFL, APTIS, BEC – teacher training programmes and certification - programmes by EFLU,
IGNOU - CELTA
Module 2: Learning Theories, Approaches and Methods
Module Outcomes
The students would have:
MO 1: Learned the key concepts, theories and principles of language learning.
MO 2: Learned the diferent methods of teaching English.
Unit 2
Key Concepts in ELT – Acquisition/learning - bilingualism/multilingualism - linguistic
competence/communicative competence.
Learning Theories and Principles – Behaviorism, Cognitivism, Constructivism, Acculturation,
Krashen’s Monitor Model, Multiple Intelligences
Unit 3
Traditional Methods of Teaching English – Grammar Translation Method, Direct Method,
Audiolingual Method, Communicative Language Teaching, Community Language Learning,
Suggestopedia, TPR, Silent Way
New Perspectives – Eclectic Methods, Postmethod Pedagogy
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Module 3 :Teaching Language
Module Outcomes
The students would have:
MO1: Acquired the necessary skills to teach language.
MO 2: learned to use teaching aids in the classroom.
Unit 4
Teaching Language Skills – aims, objectives, outcomes – macro and micro skills – LSRW grammar and vocabulary in context - enhancement of oral-aural skills – role plays, discussions,
debates, translanguaging – reading and writing - reading comprehension, composition.
Instructional Aids – Textbooks, blackboard, authentic materials, audiovisual input – podcasts,
videos, power point, comics, cartoons, films, language lab - appropriate and practical use of eresources.
Module 4: Teaching Literature, Lesson Planning and Evaluation
Module Outcomes
The students would have:
MO 1: learned the basics of literature teaching and lesson planning.
MO 2: learned to write lesson plans.
Unit 5
Teaching of Literary Texts (prose, poetry, drama, fiction) – aims, objectives and outcomes –
classroom techniques – creative writing.
Lesson planning - Curriculum, syllabus – modules and lessons – Lesson planning – purpose and
advantages – Practicals – three column lesson plans for prose, poetry, grammar and skill teaching
– microteaching (theory and practice).
Unit 6
Evaluation – purposes, types – formative and summative - norm referenced and criterion
referenced – measurement vs. evaluation – tools of evaluation – qualities of a good evaluation
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tool – validity, reliability etc. – types of tests – achievement tests, diagnostic tests, proficiency
tests – question paper design – types of questions – remedial teaching.
Module 5: Current Trends in ELT Practice and Research
Module Outcomes
The students would have:
MO 1: Learned to use the latest teaching- learning strategies.
MO 2: Become aware of the latest trends in ELT research.
Unit 7
Teaching Learning Strategies - TBLT and CBLT – Blended Learning – Embodied Learning –
Inquiry Based Learning – Flipped Classrooms – Teaching and Learning Management Platforms
– Moodle, Edmodo, Google Classroom, Course Era, Swayam, MOOCs, EdX, Udemy,
Blackboard Learn
Areas of Research – Educational Linguistics - Curriculum Designing – methods and materials
design – blended learning modules - ESP - catering to specific learner needs, need analysis –
employability skills – proficiency testing – skill gap analyses.
Question Paper Pattern
1. Part I (2 mark questions; to answer 5 out of 8): At least ONE question from each of the
FIVE modules.
2. Part II (5 marks: Short notes; 4 out of 8). At least ONE question from each of the FIVE
modules.
3. Part III (15 marks)
a. Section A: Essay question: To answer 2 out of 4 questions. The four questions to
be from the FIVE modules (with not more than ONE question from any one
module).
b. Section B: Lesson Plan: To answer one out of two questions. To be based on i) a
given poem or ii) a given passage to teach a grammar point.
4. Difficulty level:
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c. Part I: 8 EASY questions (to answer 5) (10 marks)
d. Part II: 8 AVERAGE questions (to answer 5) (25 marks)
e. Part III:
i.
Section A: EASY (direct) questions (to answer 2) (30 marks)
ii.
Section B: DIFFICULT questions (10 marks)
Reading List
Allen, French. Techniques in Teaching Vocabulary. Cambridge UP. 1983
Brumfit, Christopher, and Keith Johnson, editors. The Communicative Approach to Language Teaching.
1979. Oxford UP, 1987.
Byrne, Donn. Teaching Oral English. Longman, 1976.
Byram, Michael editor. Routledge Encyclopedia of Language Teaching and Learning. Routledge, 2000.
Cook, Vivian. Second Language Learning and Language Teaching. 5th ed., Routledge, 2016.
Grellet, F. Developing Reading Skills. Cambridge UP.1981.
Heaton, J.B. Writing English Language Tests. Longman. 1975.
Howatt A.P.R. A History of English Language Teaching. Oxford UP, 1984.
Krishnaswamy, Natesan, and T. Sriraman. English Teaching in India. T.R.Publications, 1994.
Kumaravadivelu B. Understanding Language Teaching: From Method to Postmethod. Lawrence
Erlbaum, 2006.
Larsen-Freeman, Diane, and Marti Anderson. Techniques and Principles in Language Teaching. 3rd ed.,
Oxford, 2013.
Madson, Herald S. Techniques in Testing. Oxford UP. 1983.
Mohan, Radha. Measurement, Evaluation and Assessment in Education. PHI Learning, 2016.
Nunan, D. Syllabus Design. Oxford UP. 1987.
Prabhu, N.S. Second Language Pedagogy. Oxford UP, 1987.
Stern, H.H. Fundamental Concepts of Language Teaching. Oxford UP, 1983.
Richards, Jack C., and Theodore S. Rodgers. Approaches and Methods in Language Teaching. Cambridge
UP, 1986.
98
Tickoo, M.L. Teaching and Learning English: A Source Book. Orient Longman, 2003.
https://www.britishcouncil.in/teach/online-teaching-resources
https://www.britishcouncil.in/teach/teacher-training
https://www.britishcouncil.org/school-resources
https://www.teachingenglish.org.uk/
99
SEMESTER IV
Paper XVI : EL.543 : Cultural Studies
(Core Course 13 : 6 Hours/week)
Aim
This Course aims to familiarise students with the theory and practice of Culture Studies,
its intersections with class, gender, ethnicity, nationalism and so on, and to analyze
different forms of cultural production.
Course Objectives
The objectives of this Course are to
•
introduce the theory and practice of culture studies,
•
familiarize students with some of the most important thinkers and methodologies in the
field.
•
help analyse the development of British Cultural Studies with a special focus on the
contributions of the CCCS, Birmingham, and later developments in other parts of the
world.
•
assess the multidisciplinarity of the field as they navigate encounters of cultural studies
with class, gender, ethnicity, nationalism and so on
•
use some of the tools of critical analysis to analyze different forms of cultural production,
including literature, popular culture, and print and electronic media.
Course Outcomes
The students would have
CO 1: developed a thorough understanding of the origin and evolution of Cultural
Studies, major theorists and their contributions
CO 2: Gained sufficient knowledge about methodology and praxis of cultural studies
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C O 3: Gained competence to analyse and valuate cultural texts and practices critically
Course Description
Module I :What is Cultural Studies
Module Outcome
The students would have
MO: been introduced to the primary concepts of cultural studies
Unit 1
Concepts
Frankfurt School- False Consciousness- Culture industry- Birmingham School- Culture as
Ordinary- popular Culture – mass culture
Adorno, T. & Horkheimer, M., 1944. “The Culture Industry: Enlightenment as Mass Deception”.
In T. Adorno and M. Horkheimer. Dialectics of Enlightenment. Translated by John Cumming.
New York: Herder and Herder, 1972. (paragraphs 1- 9)
Text for methodological application
Any Malayalam series/Advertisement
Module II: Doing Cultural Studies
Module Outcome
The students would have
MO: seen how Cultural Studies has played a significant role in comprehending power structures
and locate points of resistance within culture
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Unit 2
Concepts
Discourse- Agency- Cultural Consumption- Stereotyping- Subjectivity- Representationinterpellation- circuit of culture- ideology- hegemony
1.Hall, Stuart ([1973] 1980): 'Encoding/decoding'. In Centre for Contemporary Cultural Studies
(Ed.): Culture, Media, Language: Working Papers in Cultural Studies, 1972-79 London:
Hutchinson, pp.128-38.
Unit 3
2.Fiske, John. “Shopping for Pleasure: Malls, Power and Resistance”. Reading Culture. 4th ed.
Ed. Diana George and John Trimbur. New York: Longman, 2001. 283-286.
Text for methodological application
Shopping Mall
Module III: Popular Culture and Subcultures
Module Outcome
The students would have
MO: understood the concept of the popular in the realm of cultural studies, seen how culture is
not monolithic but consists of sub and countercultures
Unit 4
Concepts
Visual cultures, Counter culture, sub culture, soap operas, comic books, shopping and space,
celebrity cultures
Story, John. “What is Popular Culture?” Cultural theory and popular culture: An introduction,
Routledge New York 2015. (pp 1-16)
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Text for methodological application
Subhash Ghai. Dir. Khalnayak. 1993
Unit 5
Punathambekar, Aswin. “Between rowdies and rasikas: rethinking fan activity in Indian film
culture” Harrington, C. Lee, et al. Fandom, Second Edition: Identities and Communities in a
Mediated World. 2017 (pp. 285-298)
Text for methodological application
Fan pages/Fan associations/ wikifandoms
Module IV: Culture and Nation
Module Outcome
The students would have
MO: leaned the interactions of nation and culture
MO 2: discussed the relationships between religion and culture
Unit 6
Concepts
Nation and culture- popular culture- national popular- religion and culture- moral anxieties
John, Mary E. and Tejaswini Niranjana. “Mirror Politics: Fire, Hindutva and Indian Culture"
Economic and Political Weekly XXXIV (Mar. 1999). 6-13.
Text for methodological application
Fire by Deepa Mehta
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Question Paper Pattern
Same as for the other Core papers. Questions need not be asked from texts for
methodological applicaition.
Reading List
Appadurai, A. (ed.) The Social Life of Things: Commodities in Cultural Perspective.
Attali, J. Noise: The Political Economy of Music, trans. Brian Massumi. Minneapolis: University
of Minnesota Press. 1985.
Azmi, Shabana, Nandita Das, Ranjit Chowdhry, Kulbushan Kharbanda, and Deepa Mehta. Fire.
Canada: Trial by Fire Films, 1996.
Bakhtin, M. The Dialogic Imagination. Austin: University of Texas Press. 1981.
Bhabha, H. K. The Location of Culture. New York: Routledge. 1994.
Du Gay, P. Consumption and Identity at Work. London: Sage, 1996.
During, Simon. The Cultural Studies Reader. New York: Routledge, 1999.
Grossberg, Lawrence and Cary Nelson and Paula A Treichler eds. Cultural Studies. London:
Routledge. 1992.
Storey, J. (ed). Cultural Theory and Popular Culture: A Reader, 2nd edn. London: Prentice Hall.
1998.
Young, R. Colonial Desire: Hybridity in Theory, Culture, and Race. London: Routledge, 1995.
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Paper XVII: Elective 4
ELECTIVES: SELECTION OPTIONS
Any ONE from each group SEMESTERS III & IV
SEMESTER III
Paper XI: EL.533 (4 hours / week)
1.
2.
3.
4.
5.
EL.533.1 : European Drama
EL.533.2 : Canadian and Australian Literature
EL.533.3 : Film Studies
EL.533.4 : American Literature
EL.533.5 : Women's Writing
Paper XII: EL.534 (4 hours / week)
6. EL.534.1 : European Fiction
7. EL.534.2 : African and Caribbean Literature
8. EL.534.3 : Fiction and Film
9. EL.534.4 : Folklore Studies
10. EL.534.5 : Writing Lives, Performing Gender
Paper XIII: EL.535 (4 hours / week)
11. EL.535.1 : Indian Writing in English
12. EL.535.2 : South Asian Literature
13. EL.535.3 : Screen Writing
14. EL.535.4 : Theatre Studies
15. EL.535.5 : Travel Writing
16. EL.535.6 : Content Writing
SEMESTER IV
Paper XVII: EL.544 (4 hours / week)
17. EL.544.1 : Translation Studies
18. EL.544.2 : Regional Literatures in English Translation
20. EL.544.3 : Media Studies
21. EL.544.4 : Dalit Writing
22. EL.544.5 : Theorizing Sexualities
23. EL.544.6 : Introducing Comics Studies
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EL.545 : Project & Project based Viva Voce
Question Paper Pattern for Electives
Part I
•
The same pattern as for core papers - very short answers of 50 words - 8 questions - 5 to be
answered.
•
FOUR questions each shall be asked only from Modules 2 and 3. Otherwise TWO questions each
may be asked from all four modules.
•
No annotations/critical comments to be asked in the elective papers. Instead, Part II of the
question paper should contain 8 questions for short notes of which 5 have to be answered. , with
questions form all THREE MODULES EQUALLY
Part II
Part III
•
Essay questions- The same pattern as for core papers Difficulty level:
Part I: EASY; Part II: AVERAGE; Part III: One section EASY; one section AVERAGE; one section
DIFFICULT
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SEMESTER III
PAPER XI:EL.533- Choice 1
EL.533.1 – Elective Course: European Drama [4 hours/week]
Aim
The aim of this Course is to acquaint students with the social and historical contexts which inform
European drama and provide them the reading skills to correlate and critique dramatic works in
the light of the history of European drama.
Course Objectives
The objectives of this paper are to:
•
acquaint the conditions that facilitated the origin and evolution of drama as a
literary genre in Europe.
•
identify the social and historical contexts which inform European drama.
•
enable the students to correlate and critique dramatic works in the light of the
understanding of the history of European drama.
•
aid the students empathize with historical, geographic, and cultural diversity by
reading plays written across time and space that deal with social issues, political
problems, and the depths of human emotions.
•
create in the students an aesthetic appreciation of the formal and thematic
innovations as introduced and practiced by major dramatists.
•
use appropriate critical insights for the reading of dramatic literature
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Course outcomes
At the end of the course the students will be able to:
CO 1: trace the socio cultural and historical conditions that facilitated the
evolution of European drama.
CO 2: differentiate the different schools of European drama.
CO 3: demonstrate a comprehensive awareness of the aesthetic principles that
governed the art of dramaturgy in Europe.
CO 4: interpret texts with due sensitivity to both textual and contextual cues.
CO 4: apply the critical insights to read dramatic works.
CO 5: synthesise the art of dramaturgy in attempts of dramatical composition.
Course Description
Module 1
Classical Drama
Module Outcomes
The students would have
MO1: Traced the early beginnings and tenets of classical drama.
MO 2: Identified the important classical dramatists and their works.
MO 3: Analysed the style and art of dramatic composition as seen in classical drama.
Unit 1
1. Sophocles: Oedipus Rex
http://johnstoniatexts.x10host.com/sophocles/oedipusthekinghtml.html
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2. Euripides: Andromache
http://classics.mit.edu/Euripides/andromache.html
Unit 2
3. Aristophanes : Frogs
http://classics.mit.edu/Aristophanes/frogs.html
4. Seneca: Medea
https://archive.org/stream/twotragediesofse00seneuoft/twotragediesofse00seneuoft_djvu
.txt
Module 2
Continental Drama
Module Outcomes
The students would have
MO 1: Traced the development of continental drama.
MO 2: Identified the influential factors which led to the emergence of continental drama
MO 3: Understood the contribution of key dramatists belonging to the school of continental
drama.
Unit 3
1. Henrik Ibsen: Hedda Gabler
https://www.gutenberg.org/files/4093/4093-h/4093-h.htm
2. Eugene Ionesco : The Bald Soprano
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https://www.kingauthor.net/books/Eugene%20Ionesco/The%20Bald%20Soprano%20And%20
Other%20Plays/The%20Bald%20Soprano%20And%20Other%20Plays%20%20Eugene%20Ionesco.pdf
3. Luigi Pirandello: Henry IV
https://gutenberg.net.au/ebooks07/0700071h.html
Module 3
Critical Responses
Module Outcomes
The students would have
MO 1: Understood the major critical responses to the art of dramaturgy.
MO 2: Analysed the production and reception of drama through different ages
MO 3: Developed a taste for critical analysis of dramatic composition.
Unit 4
1. Aristotle: Poetics (Chapters 1-6)
https://www.gutenberg.org/files/1974/1974-h/1974-h.htm#link2H_4_0007
2. Friedrich Nietzsche: The Birth of Tragedy (Sections 1 -5)
https://www.gutenberg.org/files/51356/51356-h/51356-h.htm
3. History – Drama – Mythology by Kirsten Dickhaut pp. 96-100 (from the book. History
and Drama: The Pan-European Tradition. (Küpper, Joachim, et al.,) 1st ed., De Gruyter,
2019)
http://www.jstor.org/stable/j.ctvbkjx1b
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Recommended reading.
Banham E. Martin. The Cambridge Guide to the Theatre. Cambridge: Cambridge UP,1993.
Gascoigne, Bamber. Twentieth-Century Drama. London: Hutchinson, 1974. Print. Lyman, Jane.
Ed. Perspectives on Plays. London: Routledge & Kegan Paul, 1976. Print. McGuire, Susan
Bassnett. Luigi Pirandello. London, Macmillan, 1983.
Nicoll, Allardyce. World Drama: From Aeschylus to Anouilh. London, Harrap, 1949, 1976.
Trussler, Simon. 20th Century Drama. London: Macmillan,1983.
Williams Raymond. Drama from Ibsen to Brecht: A Critical Account and Revaluation.
London: Penguin, 1983.
Howatson M.C. The Oxford Companion to Classical Literature. New Delhi: Oxford UP 2011.
Bloom, Harold., Ed. Greek Drama. Philadelphia: Chelsea House, 2009.
Barr, Allan P. Ed. Modern Women Playwrights of Europe. Oxford: Oxford UP, 2001. Print. Orr,
John. Tragic Drama and Modern Society. London: Macmillan, 1981.
Donaldson, Ian. Transformations in Modern European Drama. London:Macmillan, 1983.
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SEMESTER III
PAPER XI: EL.533 - Choice 2
EL 533.2 - Elective Course: Canadian and Australian Literatures [4 hours/week]
Aim
The aim of this Course is to make them understand the ethnic and cultural diversity of Canada
and Australia and to interrogate the idea of multiculturalism and national culture
Course Objectives
The objectives of this course are to:
•
introduce the students to Canadian and Australian Literature
•
help students understand the socio-cultural contexts that nourish the
emergence of these literatures
•
make them understand the ethnic and cultural diversity of Canada and
Australia
•
interrogate the idea of multiculturalism and national culture
•
contextualise the emergence of ‘Englishes’
Course Outcome
At the end of the course students will be able to:
CO 1: demonstrate an awareness of the spread and reach of literatures from Canada and Australia
CO 2: explain the politics and ideology in canon formation
CO 3: display an awareness of how socio-cultural contexts shape literary experiences
CO 4: conceptualize concepts like ethnicity, diversity, national culture, and multiculturalism
CO 5: engage critically with decolonization
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Course Description
Module I - Socio-political and Literary Background
Module Outcome
The students would have
MO 1: understood the socio-political history of Canada and Australia
Unit 1
The founding of the colonies of Canada and Australia – compulsions - the ties with Europe native cultures during contact with Europeans - the effects of European contact – colonization
effects – revolts - Canadian and Australian allegiance to the British crown - political fallout confederation - social and cultural issues like alcoholism
-
genocide
–
immigration
–
settlement – diaspora - transnationalism – multiculturalism – melting pot – migration studies –
first natives – aboriginals – life in the reserves in Canada – French and English sides of Canada
Required Reading
Elizabeth Webby, “The beginings of literature in colonial Australia.” Pierce, Peter. Ed The
Cambridge History of Australian Literature. Melbourne: Cambridge UP, 2009 (p. 34-51)
Howells, Coral Ann and Eva Marie Kroeller, eds. “Introduction”. Cambridge History of
Canadian Literature. London: Cambridge UP, 2009. 1 – 24.
Module II – Poetry
Module Outcome
The students would have
MO 1: gained an understanding of the poetry and poetic traditions of Canadian and Autralian
poets
Unit 2
Required Reading
113
First Nations Blackfoot
“Song of the Great Spirit”
Margaret Atwood
“Notes Towards a Poem that Can Never be Written”
Claire Harris
“Framed”
Himani Bannerji
“Wife”
Judith Wright
“Woman to Man”
David Malouf
“The Year of the Foxes”
Critical Reading
Buckridge, Patrick. “Allusive Rhetoric of Nationality: Development of Australian Literature
from 1890s to 1980s” Reading Down Under: Australian Literary Studies Reader. Ed. Amit
Sarwal and Reema Sarwal. New Delhi: SSS, 2009. 1-6.
Module III - Drama and Fiction
Module Outcome
The students would have
MO 1: crtically read the drama and fiction of Canada and Australia
Unit 3
Critical Reading
Drama
George Ryga : The Ecstasy of Rita Joe
Ray Lawler Summer : Summer of the Seventeenth Doll
Jack Davis
: No Sugar
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Unit 4
Fiction
Gabrielle Roy : Enchantment and Sorrow
Patrick White : Voss
Sally Morgan : My Place
Critical Reading
Kortenaar, Neil Ten. “Multiculturalism and Globalization”. Cambridge History of Canadian
Literature. Ed.Carol Ann Howells & Eve Marie Kroeller. London: Cambridge UP, 2003. 556579.
Reading List
Brown, Russell M and Donna Bennett. Ed. An Anthology of Canadian Literature in English.
2 Vols. Toronto: Oxford UP, 1982.
Carl F. Klinck et al. Ed. A Literary History of Canada. Toronto: U of Toronto P, 1977. Edelson,
Phyllis F. Ed. An Anthology of Writing from the Land Down Under. New York: Random House,
1993.
Kinsella, John. The Penguin Anthology of Australian Poetry. 2008.
Kramer, Leonie and AdrainMitchell.The Oxford Anthology of Australian Literature.
Melbourne & Sydney: Oxford UP, 1985.
New, W.H.1989.A History of Canadian Literature.2nd Ed. Montreal: McGill UP, 2003.
Pierce, Peter. The Cambridge History of Australian Literature. Melbourne: Cambridge UP,
2009.
115
Sarwal, Amit and ReemaSarwal, eds. Reading Down Under: Australian Literary Studies Reader.
New Delhi: SSS. 2009.
Webby, Elizabeth. The Cambridge Companion to Australian Literature. Cambridge University
Press, 2000.
116
SEMESTER III
PAPER XI: EL.533 - Choice 3
EL 533.3 – Elective Course: Film Studies [4 Hours/week]
Aim
The aimof this course is to introduce teach them how to ‘read’ and analyze a film, to
understand various aspects of film studies and appreciate filmas an art form.
:
Course Objectives
The objectives of this Course are to students to the language of cinema
•
introduce students to the language of cinema
•
teach them how to ‘read’ and analyze a film
•
familiarize students with various aspects of film studies including film analysis, film
•
history and film theory
•
evaluate the contributions of the director, actors, writers, and other technical crew
•
understand the function of narrative in film and the social, cultural, and political
implications of the film text
•
look at the dynamics of adaptation
Course outcomes
At the end of this Course, the students will be able to:
CO 1: appreciate films from the angles of both a critic and a spectator
117
CO 2: interpret various cinematic as well as socio cultural aspects of films
CO 3: analyze movies as major ideological tools
CO 4: explicate and do research on the filmography of the master directors
CO 5: critically analyze the dynamics of adaptation of texts selected for study
Course Description
Module I – History and Technology of Cinema
Module Outcome
The students would have
MO 1: understood the history and evolution of world cinema
Unit 1
What is Cinema? – language of cinema, technical aspects of cinema, and narrative logic in
Cinema – a general overview of the history of cinema especially British, American, Japanese,
Korean, Iranian and Indian – a short history of Malayalam cinema – theoretical approaches to
cinema – Feminism and cinema, Formalist theory, Psychoanalysis – ideology and cinema –
representation and cinema
Required Reading
Bazin, André. “The Evolution of the Language of Cinema.” What is Cinema? Volume1. Tr. Hugh
Gray. Berkley: U of California P, 1967. 23-40.
Laura Mulvey. “Afterthoughts on Visual Pleasure and Narrative Cinema.” Visual and Other
Pleasures. London: Palgrave, 1989. 29-38.
Module II – Film Movements and Genres
Module Outcomes
The students would have
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MO 1: studied film movements and film sub genres worldwide
Unit 2
Soviet Cinema and Montage – Kuleshov, Eisenstein, Pudovkin and Vertov – German
Expressionism – Fritz Lang, F. W. Murnau, Robert Wiene – Poetic Realism – Jean Renoir, Pierre
Chenal, Jean Vigo – Italian Neo-Realism — Roberto Rossellini, Luchino Visconti, Vittorio de
Sica – French New Wave – Auteur Theory and Mise-en-scene – Cahiers du Cinema – François
Truffaut, Jean-Luc Godard, Eric Rohmer, Claude Chabrol, and Jacques Rivette –
Films for Study
Sergei Eisenstein
Battleship Potemkin
F. W. Murnau
Nosferatu
Vittorio de Sica
Bicycle Thieves
Jean-Luc Godard
Breathless
Unit 3
Indian New Wave — Satyajit Ray, Ritwik Ghatak, Mrinal Sen, G. Aravindan, Adoor
Gopalakrishnan – Iranian cinema – Post-revolutionary cinema — the New Wave —Abbas
Kiarostami, Jafar Panahi, Mohsen Makhmalbaf, Majid Majidi – Genres of Cinema – Family
drama, Horror films, Sci-fi, Comedy films, Romantic, Thrillers, Musical, Western,
Documentaries, etc.
Films for Study
Satyajit Ray
Nayak
Adoor Gopalakrishnan
Elippathayam
Majid Majidi
The Color of Paradise
Module III – Critical Response
Module Outcome
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The students would have
MO 1: critically read the film prescribed in the light of critical theories
Unit 4
These are critical texts that respond to general issues or particular film texts; they are to be
included for discussion along with the prescribed films.
Required Reading
Bhaskar, Ira. “The Indian New Wave.” Routledge Handbook of Indian Cinemas. India:
Routledge, 2018. 19 – 33.
Eisenstein, Sergei. “Word and Image.” Film Sense. Tr. Jay Leyda. New York: Meridian, 1955. 3
– 65.
Tomasulo, Frank P. “Bicycle Thieves: A Re-Reading.” Cinema Journal, Vol. 21, No. 2. (Spring,
1982), pp. 2 – 13.
Films Recommended for Further Viewing
Jean Renoir
The Rules of the Game
Charlie Chaplin
Modern Times
Bert Haanstra
Glass
Alfred Hitchcock
Vertigo
Robert Wise
The Sound of Music
Ingmar Bergman
Wild Strawberries
Ritwik Ghatak
Meghe Dhaka Tara
K. G. George
Adaminte Vaariyellu
120
Kim Ki Duk
Spring, Summer, Fall, Winter... and Spring
Asghar Farhadi
The Salesman
Reading List
Barnow, Eric and S. Krishnaswamy. Indian Film. Delhi: OUP, 1980.
Braudy, Leo and Marshall Cohen, eds. Film Theory and Criticism. New York and Oxford: Oxford
UP, 1999.
Butler, Andrew M. Film Studies: Pocket Essential Series. Harpenden: Pocket Essentials, 2005.
Dix, Andrew. Beginning Film Studies. Manchester: Manchester University Press, 2008.
Geiger, Jeffrey & R. L. Rutsky, eds. Film Analysis: A Norton Reader. New York: Norton, 2005.
Hill, John, and Gibson Pamela Church. The Oxford Guide to Film Studies. Oxford: Oxford UP,
1998.
Kuhn, Annette, and Guy Westwell. A Dictionary of Film Studies. Oxford: Oxford UP, 2012.
Oxford Quick Reference Series.
Monaco, James. How to Read a Film: Movies, Media and Beyond. Oxford: OUP, 2009.
Mulvey, Laura. Visual and Other Pleasures. London: Palgrave, 1989.
Nelmes, Jill. Introduction to Film Studies. London: Routledge, 2012.
Nowell-Smith, Geoffrey. The Oxford History of World Cinema. Oxford: Oxford UP, 1996.
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.474.5157&rep= rep1&type=pdf
Rajadhyaksha, Ashish and Paul Willemen, Eds. Encyclopedia of Indian Cinema. London & New
Delhi, BFI and Oxford, 1994.
Villarejo, Amy. Film Studies: The Basics. London: Routledge, 2007.
121
SEMESTER III
PAPER XI: EL.533 - Choice 4
EL 533.4 – Elective Course: American Literature [4 hours/week]
Aim
This Course aims to help students to study works of American prose, poetry, drama and fiction
in relation to their historical and cultural contexts
Course Objectives:
The objectives of the course are to:
•
Examine the influence of the socio-political factors in shaping the American literary
scene. American Dream. Expansion of the Western Frontier and closing of the Western
Frontier. Native Identity.
•
Study works of prose, poetry, drama and fiction in relation to their historical and cultural
contexts
•
Identify the Black experience as articulated in African American literature. Segregation.
American Civil War. Harlem Renaissance.
•
Develop a deep awareness of the evolving American experience and character.
•
Transnationalism and 20th Century American Literature.
Course Outcomes
Upon completion of this course, the students will be able to:
CO 1: Develop an awareness of the socio-political and cultural history of America
122
CO 2: Identify key ideas and characteristic perspectives or attitudes as expressed in
American literature
CO 3: Demonstrate knowledge of the contributions of major literary periods, works and
persons in American literature and recognize their continuing significance.
CO 4: Reflect the thoughts, beliefs, customs, struggles, and visions of African American
writers.
CO 5: Compare/contrast literary works through an analysis of genre, theme, character,
and other literary devices
Course Description
Module 1: Socio-political and literary background
Module Outcomes
The students would have
MO 1: understood the history of American civilization
MO2: understood major philosophical and literary movements in America
Unit 1
Historical background – colonization – European heritage - Puritanism – American Revolution,
American Dream. Americanness of American literature – 19th century – American Romanticism
- Transcendentalism – the period of the world wars - Harlem Renaissance Modernism –
Postmodernism
Required reading
Paul Elmer More
:
“The Origins of Hawthorne and Poe” Shelburne Essays:
:
“Black is a Country”, Home- Social essays, pg 101-106
First Series, pg 51-71
Amiri Baraka
123
Module 2: Poetry and Drama
Poetry
Module Outcomes
The students would have
MO 1: understood the important poets and poetic movements and techniques in American
literature
MO 2: understood the important dramatists and dramatic trends and techniques in American
literature
Unit 2
Poetry of the colonial period – Edward Taylor – postcolonial poetry – Bryant – Longfellow –
poetry of the 19th century – Emerson, Poe, Thoreau, Whitman, Dickinson – Frost – Carl Sandberg
– Modernism – Ezra pound, Eliot – Gertrude Stein- Wallace Stevens, Williams Carlos Williams,
e. e. cummings – 20th century – Langston Hughes – Robert Lowell – Confessional Movement –
Sylvia Plath, Anne Sexton – Beat Poets – Allen Ginsberg – Jack Kerouac
Poems prescribed
Walt Whitman
:
“Out of the Cradle Endlessly Rocking”
Emily Dickinson
:
“There is Something Quieter than Sleep”,
Robert Frost
:
“Birches”
Amiri Baraka
:
“An Agony. As Now” **
Maya Angelou
:
“Equality”
William Carlos Williams :
“The Red Wheel Barrow”
Gertrude Stein
“Daughter”
:
Unit 3
124
Drama:
The beginnings – Lewis Hallam, Jr., Thomas Godfrey- Post independence – Royall TylerWilliam Dunlap – 19th century – “The Walnut” – William Henry Brown – Minstrel Show – Post
war theatre – Theatrical Syndicate – Realism in Drama – David Belasco – 20 th century – Modern
American Theatre – Provincetown Players – O’Neill, Miller, Tennessee Williams, Sam Shepard
August Wilson & Lorraine Hansberry.
Plays prescribed
Eugene O’Neill
:
Emperor Jones
Tennessee Williams :
The Glass Menagerie
Arthur Miller:
Death of a Salesman
Module 3: Prose and Fiction
Module Outcomes
The students would have
MO1: understood the importance of the socio-political, historical, philosophical writings
MO 2: critically read major American fiction writers and writing
Unit 4
Prose:
Writings of pre-colonial times – Exploration narratives – Sir Walter Raleigh – Historical writings
– Captain John Smith – William Bradford – Religious Writings – John Winthorp – Political prose
– Jefferson, Franklin – Slave Narratives – Frederick Douglass – American Romanticism –
Transcendentalism – Emerson, Thoreau – 20th century – Margaret Fuller – Amiri Baraka, Kate
Millet, Elaine Showalter, Lionel Trilling
Fiction
125
First American fiction- 1900s – Washington Irving – Historical novels- Cooper, – Puritanism –
Hawthorne . Melville, Poe – Realism and Naturalism – Twain, Crane – Modernism – Henry
James – The Lost Generation – Hemingway, Fitzgerald – Harlem Renaissance – DuBois, Ellison,
Richard Wright, Faulkner – Experimental Novels – Pynchon, Nabokov, Salinger, Saul Bellow,
John Updike , Thomas Berger, Philip Roth, Joseph Heller. Women’s writing – Toni Morrison,
Alice Walker
Required Reading
Prose
Ralph Waldo Emerson :
“Self-Reliance”
Fiction
Ralph Ellison
: Invisible Man
Ernest Hemingway
: The Old Man and the Sea
Toni Morrison
: The Bluest Eye
Reading List
Bell, Bernard W. The Afro-American Novel, and its Tradition. Amherst: University of
Massachusetts Press, 1987.
Bercovitch, Sacvan Ed. The Cambridge History of American literature. Cambridge: Cambridge
University Press, 1994-. 8 vols.
Bradbury, Malcolm.. & Richard Ruland: From Puritanism to Postmodernism: A History of
American Literature. New York: Penguin, 1992.
Bordman, Gerald Martin. The Oxford Companion to American Theatre. 2nd ed. New York:
Oxford University Press, 1992.
126
Elliot, Emory. Ed The Columbia History of the American Novel. New York: Columbia University
Press, 1991.
Gardner, Thomas. Jorie Graham: Essays on the Poetry .Wisconsin: The U of Wisconsin P, 2005.
Kolin, Philip C Ed. American Playwrights Since 1945: A Guide to Scholarship, Criticism, and
Performance. New York: Greenwood Press, 1989.
Leary, Lewis Gaston. Articles on American Literature 1900-1950. Durham, NC: Duke University
Press, 1954.
Leary, Lewis Gaston. Articles on American Literature, 1950-1967. Durham, NC: Duke
University Press, 1970.
Malkoff, Karl. Crowell's Handbook of Contemporary American Poetry. New York: Crowell,
1973.
Matthiessen, F.O. American Renaissance: Art and Expression in the Age of Emerson and
Whitman. Oxford:OUP, 1968.
Mish, Charles Carroll. English Prose Fiction. Charlottesville, VA: Bibliographical Society of the
University of Virginia, 1952.
Perkins, David. A History of Modern Poetry. 2nd Vol. Cambridge, MA: Belknap Press of Harvard
University Press, 1976-1987.
Saunders, John,. The Tenth of December. New York: Random House. 2013, Print. Spiller, Robert
E.. Literary History of the United States. London: Mcmillan, 1948.
White, Barbara Anne. American Women Writers: an Annotated Bibliography of Criticism.
New York: Garland Pub. Co., 1977
127
SEMESTER III
PAPER XI: EL.533 - Choice 5
EL 533.5 – Elective Course: Women’s Writing [4 hours/week]
Aim
This course aims introduce students to the different genres and literary themes presented by
women writers especially Indian women writers
Course Objectives
The objectives of this course are to:
•
introduce students to the different genres and literary themes presented by women
writers especially Indian women writers
•
help students to understand the historical and social context in which literary
expression by Indian women have developed
•
help students appreciate the richness and variety of literary production by women
Course Outcomes
At the end of this course, students will be able to:
CO 1: describe and evaluate the roles of such categories as race, gender and
sexuality, disability, class, ethnicity, and religion
CO 2: demonstrate an advanced critical understanding of the cultural history of
women’s writing
CO 3: demonstrate the ability to use and respond to historicist, feminist and other
critical approaches to women writers
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Course Description
Module I- Introduction to Women’s Writing
Module Outcomes
The students would have
MO 1: Gained an introduction to women’s writing, the major women writers and the aesthetics
of women’s writing
MO 2: - Understood the politics of women’s writing and the diferent kinds of feminisms
Unit 1
Introduction- definition of women’s writing-emergence as a genre-major women writersaesthetics of women’s writing-politics of women’s writing-black feminism-Indian feminismmultiracial feminism- post colonial feminism- eco feminism – misogynist writingsMaryWollstonecraft and her circle- first wave of feminism-second wave- third wave – profeminism- new feminism – scripture feminine
Required Reading
Eagleton, Mary. “Introduction”. Feminist Literary Theory: A Reader. Oxford: Blackwell
Publisher, 1999.
Irigaray, Luce, Catherine Porter and Carolyne Burke. “Introduction.” This Sex which is Not One.
New York: Cornell University Press, 1985.
Module II: Poetry and Drama
Module Outcome
The students would have
MO 1: Read and analysed the major women poets worldwide
MO 2: Read and analysed the major women dramatists worldwide
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Unit 2
Kamala Das
“Too Late for Making Up”
Vijila
“A Place for Me”
Judith Wright
Sylvia Plath
: “Naked Girl and Mirror”
:
Alice Walker :
“Balloons”
“Before I leave the Stage”
Pratibha Nandakumar : “Poem”
Sugatha Kumari
: “Devadasi”
Carol Ann Duffy
: “Eurydice”
Vijayalekshmi
: “Thachante Makal”
Drama
Caryl Churchill
Vinodini
: Top Girls
: Thirst
Module III - Prose and Fiction
Module Outcomes
The students would have
MO 1: Understood the concerns of women writers in world literature
MO 2: Critically read the major novels in the genre
Unit 3
Prose
Required Reading
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Sen, Nabaneeta Dev. “Women Writing in India at the Turn of the Century”. Growing Up as a
Woman Writer
Adichi, Chimamanda Ngozi. “We should All Be Feminists”
Unit 4
Fiction
Mahasweta Devi
: “The Five Women”
P.Vatsala
: “The Nectar of Panguru Flower”
Penelope Fitzgerald
: “The Axe”
Mrinal Pande
: “A Woman’s Farewell Song”
Sarah Orne Jewett
: “A White Heron”
Reading List:
Adichi, Chimamanda Ngozi. We should All Be Feminists. Fourth Estate. 2014.
Eagleton, Mary. Feminist Literary Theory: A Reader. Oxford: Blackwell Publisher, 1999.
Devi, Mahasweta. After Kurukshetra. Kolkatta: Seagull Books. 2005.
Irigaray, Luce, Catherine Porter and Carolyne Burke. This Sex which is Not One. New York:
Cornell University Press, 1985.
Kristeva, Julia. Desire in Language: A Semiotic Approach to Literature and Art. Oxford:
Blackwell Publisher, 1980.
Mitchell, Juliet. Psychoanalysis and Feminism: Freud, Reich, Laing and Women. USA: Penguin,
2000.
Moi, Toril. Sexual/Textual Politics: Feminist Literary Theory. New York: Routledge, 2002.
Sen, Nabaneetha Deb. Growing up as a Woman Writer. New Delhi: Sahitya Akademi, 2007.
131
Showalter, Elaine. A Literature of Their Own: British Women Novelists from Bronte to Lessing.
Princeton, NJ: Princeton University Press, 1977.
Swindells, Julia. The Uses of Autobiography (Feminist Perspectives on the Past and Present).
UK: Taylor and Francis, 1995.
Tharu, Susie and K. Lalita, eds. Women Writing in India: 600 BC to the Present. Vols. I & II.
Delhi: OUP, 1993.
Weeden, Chris, J. Batsleer, T. Davies and R. O’Rourke. Rewriting English: Cultural Politics of
Gender and Class. London: Routledge, 2003.
132
SEMESTER III
PAPER XII: EL.534 - Choice 1
EL.534.1 - Elective Course: European Fiction (4 hours/week)
Aim
This Course aims to broaden and deepen the understanding of European fiction and its various
trends.
Course Objectives
The objectives of this paper are to:
● introduce the students to European fiction
● broaden and deepen the understanding of European fiction and its various trends
● introduce the students to some of the classical and modern fictions
Course Outcomes
At the end of the course students will be able to:
CO 1: identify the main themes of the texts and examine them from a different perspective
CO 2: display their understanding of the historical, cultural, political, religious,
stylistic,structural outlooks that shaped European fiction
CO 3: demonstrate the ability to read, enjoy, think about, and respond to European fiction
in critical and meaningful ways
Module I – Socio-political and Literary Background
Module Outcomes
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The students would have
MO 1: Traced the various stages through which European fiction evolved.
MO 2: Identified the important European writers and their works.
MO 3: Analysed the style and art of various writers in European fiction.
Unit 1
Renaissance – Cervantes, Niccolo Machiavelli, Giovanni Boccaccio, Petrarch – Age of
Enlightenment – Voltaire, Jean-Jacques Rousseau, Denis Diderot – Romanticism – Victor Hugo,
Goethe, Faust, Hegel – Realism - Gustave Flaubert, Claude Bernard, Emile Zola, Fyodor
Dostoyevsky, Leo Tolstoy –
Recommended Reading
Bell, Michael, ed. The Cambridge Companion to European Novelists. London: Cambridge UP,
2012. (Relevant sections)
Unit 2
Modernism – Immanuel Kant, Clement Greenberg, Baudelaire, Manet, Flaubert, Nietzsche,
Wassily Kandinsky – Stream of Consciousness – Dadaism – Cubism – German Expressionism –
Futurism – Surrealism – Pop – Minimalism – Postmodernism – Metafiction, Black Humour,
Subversion.
Recommended Reading
Childs, Peter. Modernism. Critical Idiom Series. 2000. 2nd ed. London: Routledge, 2007.
134
Module 2: Realism and Naturalism
Module Outcomes
The students would have
MO 1: traced the origins of realism and naturalism, and its influence on literature and art.
MO 2: had a better comprehension of the different types of realism and its effect on the European
Society
MO 3: understood the perspectives of Realism and Naturalism in European fiction
Unit 3
Novel
Cervantes
: Don Quixote
Gustave Flaubert
: Madame Bovary
Fyodor Dostoyevsky
: Crime and Punishment
Short Story
Honore de Balzac
: “A Passion in the Desert”
Guy de Maupassant
: “A Dead Woman’s Secret”
Module 3: Modernism and Postmodernism
Module Outcomes
The students would have
MO 1: identified the elements that influenced Modernism and Postmodernism through literature.
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MO 2: conceptualized experimentation in art forms pertaining to literature.
MO 3: identified the philosophical decentering in humanity through the medium of literature.
Unit 4
Novel
Gunter Grass : Tin Drum
Italo Calvino : If on a Winter’s Night a Traveller
Franz Kafka
: The Trial
Short story
Orhan Pamuk
: “Distant Relations”
Jose Saramago
: “The Chair”
Joseph Conrad
: “The Secret Sharer”
Reading List
Bell, Michael, ed. The Cambridge Companion to European Novelists. London: Cambridge UP,
2012.
Cascardi, Anthony J. The Cambridge Companion to Cervantes. London: Cambridge UP,
2002.
Ferber, Michael. A Companion to European Romanticism. Victoria: Blackwell, 2005.
Gay, Peter. “A Climate for Modernism.” Modernism: The Lure of Heresy. London: W. W.
Norton & Company, 2010.
136
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory and Fiction. London: Routledge,
1988
Konzett, Matthias Piccolruaz and Margarete Lamb-Faffelberger, eds. Elfriede Jelinek:
Writing Woman, Nation, and Identity: A Critical Anthology. New Jersey: Associated UP,
2007.
Lehan, Richard Daniel. “Realism and Naturalism as the Expression of an Era.” Realism and
Naturalism: Love in an Age of Transition. London: The U of Wisconsin P, 2005.
Polhemus, Robert M. and Roger B. Henkle, eds. Critical Reconstructions: The Relationship
of Fiction and Life. Stanford: Stanford UP, 1994.
Samarago, Jose. The Lives of Things. London: Verso, 1978.
Taberner, Stuart. The Cambridge Companion to Gunter Grass. Cambridge: Cambridge
UP, 2009.
Unwin, Timothy, ed. The Cambridge Companion to Flaubert. London: Cambridge UP,
2004.
Woods, Tim. Beginning Postmodernism. Manchester: Manchester UP, 1999.
137
SEMESTER III
PAPER XII: EL.534 - Choice 2
EL 534.2 - Elective Course: African and Caribbean Literature [4 Hours/week]
Aim
This Course aims to enable students to gain a broad knowledge of the major texts and major
concerns of African and Caribbean literatures
Course Objectives
The objectives of this paper are to:
•
introduce the students to different literary genres from African and Caribbean literature
•
familiarize them with the historical and cultural context of literary works
•
help students understand the impact of colonialism, race, class, ethnicity and gender
•
enable them to gain a broad knowledge of the major texts and major concerns of African
and Caribbean literatures
Course Outcomes:
At the end of this course, students will be able to:
CO 1: appreciate the diversity of literary voices from Africa and the Caribbean and to
enable them to read texts in relation to the historical and cultural contexts
CO 2: understand the debates and concepts emerging from the field of African-Caribbean
Studies
CO 3: develop the ability to think critically about African Caribbean Diaspora
138
Course Description
Module I – Socio-political and Literary Background
Module Outcomes
The students would have
MO 1: Understood African and Carribean history and mythology
MO 2: Understood the historical context of colonialism and its impact
Unit 1
Impact of colonialism/colonial encounters - race and ethnicity – oral literature- African
mythology and worldview - negritude movement - themes of colonialism, liberation- nationalism
- Indentureship and migration - displacement and rootlessness in African and Caribbean literature
- creolization – post-colonial literature in Africa – decolonization - humour and satire in African
& Caribbean literature – African diaspora - post-apartheid literature - Anglo-Caribbean & West
Indian literature - recent trends in African and Caribbean literatures
Required Reading
William, Patrick. “Colonial Discourse and Post Colonial Theory: An Introduction”, Colonial
Discourse and Post-Colonial Theory: A Reader. London: Routledge 2015.
Spivak, Gayathri. “Can the Subaltern Speak?” Colonial Discourse and Post-Colonial Theory, A
Reader. Part 1, Sec 4.
Module II: Poetry, Drama and Fiction
Module Outcomes
The students would have
MO 1: Critically read the major poets of African and Carribean literature
MO 2: Critically read the major dramatists of African and Carribean literature
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MO 3: Critically read the major prose and fiction writers of African and Carribean literature
Unit 2
Poetry and Drama
Poetry
Lorna Goodison
: "Lioness"
Leopold Sedar Senghor
: "Black Woman""
David Diop
: "Africa/ The Vultures"
Micere Githae Mugo
: "Where are those Songs”
Derek Walcott
: "Ruins of a Great House"'
Wole Soyinka
: "Hamlet"
Kofi Awoonor
: "Songs of Sorrow"
Drama
Wole Soyinka
: Death and the King’s Horseman
Unit 3
Prose and Fiction
Prose
Nelson Mandela
: "Birth of a Freedom Fighter"
Jamaica Kincaid
: "A Small Place"
Fiction
Chinua Achebe
: Things Fall Apart
140
V. S. Naipaul
: A House for Mr Biswas
Module III – Critical Responses
The students would have
MO 1: Critically read the texts prescribed in the light of the critical essays
Unit 4
Required Reading
Frantz Fanon
: "The Fact of Blackness"
EK Brathwaite
: "Nation Language"
Ngugi wa Thiong'o.
: "Decolonising the Mind"
Reading List
Cesaire, Aime. Discourse on Colonialism. Tr. Joan Pinkham. New York: Monthly Review Press,
2000.
Chrisman, Laura and Patrick Williams. Colonial Discourse and Post-Colonial Theory: A Reader.
London: Routledge 2015.
Falola, Toyin. African World Series. Contemporary African Literature: New Approaches.
N.C.2012. http://www.cap-press.com/pdf/2296.pdf Fanon, Frantz. Wretched of the Earth. Grove
Press, 1968.
Fanon, Frantz. Black Skin, White Masks. Pluto Press, 2017.
Kelley, Robin D.G. . “A Poetics of Anticolonialism”. Monthly Review Press, 2000.
Mandela, Nelson. Long Walk to Freedom. UK: Hachette Press, 1994.
141
Olaniyan, Tejumola and Ato Quayson. African Literature: An Anthology of Criticism and Theory.
Blackwell, 2010.
Ricard, Alain. The Languages and Literatures of Africa. James Currey, 2004.
Soyinka, Wole. Myth, Literature, and the African World. Cambridge University Press, 2005.
The Cambridge History of African and Caribbean Literature Vol.1 & 2. Cambridge University
Press, 2004.
142
SEMESTER III
PAPER XII : EL.534 - Choice 3
EL.534.3 - Elective Course: Fiction and Film [4 Hours/week]
Aim
This Course aims to help students examine the relationship between fiction and cinema by
focusing on film adaptations of various literary genres such as the novel, short story, novella and
graphic novels.
Course Objectives
The objectives of this paper are to:
•
examine the relationship between fiction and cinema by focusing on film adaptations of
various literary genres such as the novel, short story, novella and graphic novels
•
initiate critical and theoretical debates regarding issues like race, ethnicity, gender, etc.
•
to identify the formal aspects of fiction and film adaptations and its various trends
•
consider classic and contemporary theories of film adaptation
Course Outcomes
At the end of the course students will be able to:
CO 1: demonstrate an understanding of the evolving relation between literature and
cinema through adaptations and its history
CO 2: apply adaptation theories to read films
CO 3: read and critically analyze film adaptations with reference to the medium
143
Course Description
Module I – Fiction to Film – Theory
Module Outcomes
The students would have
MO 1: Understood the history of film adaptations
MO 2: Understood the major techniques and strategies of adaptation
Unit 1
History of Film adaptations – Notion of fidelity – Medium specificity and codes – Literary
language and Film language - Techniques and Narrative Strategies – Modes/Styles of Adaptation
– Borrowing – Intersecting – Mise en Scene – Intertextuality – Authorship and Auteur concept –
Ideological and Political Implications – Analogy Aesthetics of Adaptation Fiction – Films,
Television Series, Fairy Tales, Animations, Graphic novels – recent trends in Adaptations
Required Reading
Andrew Dudley. “Adaptation” from Concepts in Film Theory. London: OUP, 1984. 96 – 106.
Wald, Jerry. “Foreword: Fiction versus Film”. Fiction, Film and Faulkner: The Art of Adaptation.
Gene D. Philips Ed. Knoxville: The University of Tennessee Press. 1988.
Module II – Adaptations
Module Outcomes
The students would have
MO 1: Critically studied the adaptations of novels and short fiction to films
Unit 2
Novels to Films
144
Author
Novel
Director
Film
Emily Bronte
Wuthering Heights
Peter Kosminsky
Wuthering Heights
Yann Martel
Life of Pi
Ang Lee
Life of Pi
Author
Short Fiction
Director
Film
Munshi Premchand
“Shatranj Ke Khilari” Satyajit Ray
Shatranj Ke Khilari
(The Chess Players)
(The Chess Players)
Unit 3
Short Fiction to Films
Malayattoor
“Yakshi”
K.S.Sethumadhavan
Yakshi
Ramakrishnan
Module III – Graphic Novels and Fairy Tales to Films
Module Outcomes
The students would have
MO 1: Critically studied the adaptations of graphic novels and fairy tales to films
Unit 4
Author
Novel
Director
Film
Alan Moore
From Hell
Albert Hughes, Allen From Hell
Hughes
William Steig
Shrek
Andrew
Adamson, Shrek
Vicky Jenson
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Recommended Reading
Cohan, Keith. Film and Fiction: The Dynamics of Exchange. London: Yale University Press,
1979.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. New York: Routledge, 2013.
McFarlane, Brian. Novel to Film: An Introduction to the Theory of Adaptation. Oxford: OUP,
1996.
Roberge, Gaston. The Subject of Cinema. Calcutta: Seagull, 1990.
Stam, Robert and Alessandra Raengo, eds. Literature and Film: A Guide to theory and Practice
of Film Adaptation. UK: Blackwell Publishing, 2005.
146
SEMESTER III
PAPER XII: EL.534 - Choice 4
EL.534.4 - Elective Course: Folklore Studies [4 Hours/week]
Aim
This Course aims to introduce students to folklore, its different forms and functions in different
cultures, and their continuing relevance.
Objectives
The objectives of this paper are to:
•
look at folklore and its different forms with specific reference to the cultures in
which they are determined
•
arrive at methods of analysing folklore with a view to understanding their function
within their cultures
•
give an idea of early cultural formations including oral culture in founding and
sustaining modern societies
•
develop an understanding of early cultures and their expressions.
Course Outcomes
At the end of this course, the students will be able to:
CO 1: display an awareness of the nature and form of folklore and its significance
in the cultural formations of a people
CO 2: gather and identify different types of folklore and discuss them in the context
of the cultures that inform them and are informed by them in turn
147
CO 3: critically analyse and understand folklore using different methodologies
available
CO 4: think about folklore as a living tradition with contemporary relevance
CO 5: conduct fieldwork to collect and analyse folklore and study them in
connection with the past and present culture
Course Description
Module I—Fundamentals of Folklore Studies: Definitions and Forms
Module Outcomes
The students would have
MO 1: Learned to define folklore as a genre
MO 2: Gained an undersanding of folk groups, folk culture and folk narratives
Unit 1
Definitions of folklore - folklore studies — a historical overview - folk groups and folk culture
- the question of what constitutes a folk group - folklore and tradition - Folklore as history of the
oppressed classes
Folktales — folk narratives - folk songs, peasants and their imagination - folk performances
— theatre, rituals - folklore in everyday life — food, clothing, superstitions
Required Reading
Sim, Martha C. and Martine Stephens. “Chapters 1-6.” Living Folklore: An Introduction to the
Study of People and Their Tradition. 2nd edn. Logan, Utah: Utah State UP, 2011.
Bendix, Regina F, and Galit Hasan-Rokem.“Introduction and Part 1.” Wiley-Blackwell
Companion to Anthropology: Companion to Folklore 1. Hoboken: Wiley-Blackwell, 2012.
Module II - Methodologies for Analysis
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Module Outcomes
The students would have
MO 1: gained a comparative perspective of folklore studies the world over
Unit 2
Comparative theory — Finnish historical-geographic method - national folklore theories –
Russian — Hungarian — American - anthropological theory — Franz Boas - psychoanalytic
theory — Freud —Dreams and Myth - structural theory — Propp - Levi-Strauss - the contextual
theory — Milman Parry and Albert B. Lord - field work and methodology of folklore research.
Required Reading
Dorson, Richard M. “Current Folklore Theories.” Current Anthropology 4.1 (1963): 93-112.
Martha C. Sims, Martine Stephens. “Chapter 7.” Living Folklore: An Introduction to the Study of
People and Their Tradition. 2nd edn. Logan, Utah: Utah State UP, 2011.
Module III —Folklore of Kerala
Module Outcomes
The students would have
MO 1: gained an understanding of the folklore theory and practices of Kerala
Unit 3
Description of different forms of Kerala folk art performances — theyyam, mudiyettu, padayani,
thira, thottam, chavittunatakam, pavakkoothu, kakkarassinatakam, vellarinatakam- Songs and
oral performances — vadakkan and thekkanpattu, brahmanipattu, koythupattu, kuthiyottapattu,
vallappattu - Folktales of Kerala, Aithihyamala
149
Required Reading
Namboodiri, Vishnu M.V. Folklore: Identity of Culture. Thiruvananthapuram: Department of
Information and Public Relations, Government of Kerala, 2012.
Unit 4
Texts prescribed
“A Story in Search of an Audience” (Telugu)
“Tenali Rama’s Dream”
“A Flowering Tree” (Kannada)
“In the Kingdom of Fools”
“The Clay Mother-in-Law” (Tamil)
“Crossing a River, Losing a Self”
Kottarathil Sankunni (Malayalam)
“The Market Place of Kozhikode”
“The Martial Arts Master of Kallanthattil”
Reading List
Bendix, Regina F, and Galit Hasan-Rokem.Wiley-Blackwell Companion to Anthropology:
Companion to Folklore 1. Hoboken: Wiley-Blackwell, 2012.
Dorson, Richard M. (ed.). : Folklore and Folk Life : An Introduction.Chicago and London: The
Universityof ChicagoPress, 1972.
Dundes, A. (ed.). The Study of Folklore. London: Prentice Hall, 1965.
Handoo, Jawaharlal. Folklore : An Introduction. Hyderabad: CIEFL Press, 1989.
-----. Theoretical Essays in Folklore. New Delhi: Zooni Publications, 2000.
150
Leach, Maria (ed.). The Standard Dictionary of Folklore, Mythology and Legend. New York:
Funk & Wagnalls, 1972.
Martha C. Sims, and Martine Stephens. Living Folklore: An Introduction to the Study of People
and Their Tradition. 2nd edn. Logan, Utah: Utah State UP, 2011.
Ramanujan, A.K . Selection from Folktales from India. Gurgaon: Penguin, 2009.
Sankunni, Kottarathil. Selections from Aithihyamala.Tr. Leela James. Gurgaon: Hachette,
2015.
151
SEMESTER III
PAPER XII : EL.534 - Choice 5
EL.534.5– Elective Course: Writing Lives, Performing Gender [4 hours/week]
Aim
This Course aims to help the students to understand how dancing bodies in performance may
open up enquiries into the behaviours of gendered, raced and sexed bodies within the cultural
space.
Course Objectives:
The objectives of this paper are to:
•
focus on dancing bodies in performance which may open up enquiries into the
behaviours of gendered, raced and sexed bodies within the cultural space.
•
open up multiple ways of thinking about bodies in performance, beyond the
normalized ways of embodying selves.
•
guide the students towards a concrete understanding of how the performers have
dealt with gendered roles
Course outcomes:
At the end of this course, students will be able to:
CO 1: display informed ways of understanding lives and bodies in performance.
CO 2: describe and explain the agonies of lives that were devoted to experimenting
with the self, body and the other
CO 3: evaluate critically the relationship between performance and gender
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Course Description
Module I - Isadora Duncan
Module Otcomes
The students would have
MO 1: Understood the life and times of Isadora Duncan
MO 2: Become aware of her contribtion to modern dance
Unit 1
The extract from the life of Isadora Duncan shall acquaint the students with the persistent struggle
of an iconoclastic performer, considered the creator of modern dance in the west, to extend the
grammar of female dancing body beyond the codified rigidities of classical ballet. Duncan wanted
to restore dance to a high art form instead of entertainment and for this she continually sought to
redefine the connection between emotions and movement. Her autobiography tries to capture the
agonies of a life that was devoted to experimenting with the self, body and the other.
Required Reading
Isadora Duncan:
My Life
Module II – Chandralekha
Module Outcomes
The students would have
MO 1: Understood the life and times of Chandralekha
MO 2: Understood and appreciated her contribution to Indian dance
Unit 2
Chandralekha is in many ways an epochal eastern counterpart of Isadora Duncan and hence
elaborates the enquiries of the students begun in the first extract to a more familiar cultural
153
scenario. Chandralekha’s incessant experiments to widen the idiom of bharatanatyam to
encompass the powerfully fluid movements of limbs in kalaripayattu and yoga, to tap multiple
ways of erotic expression, her quests to bring out the feminine within the male, and her own
postulations of the seamless body shall incite further critical thinking in these directions.
Required Reading
Rustom Barucha:
Chandralekha: Woman, Dance, Resistance
Module III - Sarah Caldwell’s Study of mudiyettu
Module Outcomes
The students would have
MO 1: Understood the significance and nuances of Sarah Claudwell’s study of “mudiyettu” and
its importance in Kerala culture
Unit 3
The extract from Sarah Caldwell’s study of mudiyettu in many ways consolidates the explorations
incited by the other selections in this paper. The remarkable power of this book’s analysis of
sexualities in performances in a ritual space in Kerala comes from the position of an involved
participant that Caldwell takes, as against any supposed objective scholarship on the same. The
mix of insight in the form of entries in her journal and letters that generously peppers her
academic analysis enables her to pour forth the frustrations within her person as she encounters
conventions of female behaviour and gender performance in Kerala. The vividly examined
psychological dynamics working behind ritual structures, the conflicts between genders it reflects
and the way the same are negotiated through ritual, all narrated with empathy shall encourage
students further in their own experiential assessments.
Required Reading
Sarah Caldwell : Oh Terrifying Mother: Sexuality, Violence and Worship of the Goddess Kali
154
Unit 4
Recommended Reading
Mahesh Dattani:
Dance Like a Man, Penguin. 2006.
Perry, E. M., and Rosemary Joyce. “Providing a Past for Bodies that Matter: Judith Butler’s
Impact on the Archaeology of Gender.” International Journal of Sexuality and Gender Studies.
6: 63-76.
Reading List
Bahrani, Zainab. “Metaphorics of the Body: Nudity, the Goddess and the Gaze.” Women of
Babylon: Gender and Representation in Mesopotamia. London: Routledge, 2001.
Brewer, Carolyn. “‘Good’ and ‘Bad’ Women: The Virgin and the Whore.” Shamanism,
Catholicism and Gender Relations in Colonial Philippines, 1521-1685. London: Ashgate, 2004.
Burt, Ramsay. “Dissolving in Pleasure: The Threat of the Queer Male Dancing Body.” Dancing
Desires: Choreographing Sexualities on and off the Stage. Ed. Jane Desmond. Wisconsin: UWP,
2001.
Chatterjee, Ananya. “Chandralekha: Negotiating the Female Body and Movement in
Cultural/Political Signification.” Moving History, Dancing Cultures: A Dance History Reader.
Ed. Dils Ann and Ann Cooper Albright. New York: WUP, 2001.
Coorlawala, Uttara. “Ananya and Chandralekha – A Response to Chandralekha: Negotiating the
Female Body and Movement in Cultural/Political Signification.” Moving History, Dancing
Cultures: A Dance History Reader. Ed. Dils Ann and Ann Cooper Albright. New York: WUP,
2001.
Franko, Mark. “The Invention of Modern Dance.” Dancing Modernism: Performing Politics.
New York: IUP, 1995.
Foster, Susan Leigh. “The Ballerina’s Phallic Pointe.” Corporealities: Dancing Knowledge,
Culture and Power. New York: Routledge, 1996.
155
Hanna, Lynne Judith. “The Sense and Symbol of Sexuality and Gender in Dance Images.” Dance,
Sex and Gender: Signs of Identity, Dominance, Defiance and Desire. Chicago: UCP, 1998.
Hodson, Millicent. “Searching for Nijinsky’s Sacre” Moving History, Dancing Cultures: A
Dance History Reader. Ed. Ann Dils and Ann Cooper Albright. New York: WUP, 2001.
Joyce, Rosemary. “Goddesses, Matriarchs and Manly-Hearted Women: Troubling Categorical
Approaches to Gender.” Ancient Bodies, Ancient Lives: Sex, Gender and Archaeology. New
York: Thames and Hudson, 2008.
Kopelson, Kevin. “Nijinsky’s Golden Slave.” Dancing Desires: Choreographing Sexualities on
and off the Stage. Ed. Jane Desmond. Wisconsin: UWP, 2001.
Phelan, Peggy. “Dance and the History of Hysteria.” Corporealities:Dancing Knowledge,
Culture and Power. New York:Routledge, 1996.
Perry, E. M., and Rosemary Joyce. “Providing a Past for Bodies that Matter: Judith Butler’s
Impact on the Archaeology of Gender.” International Journal of Sexuality and Gender Studies.
6: 63-76.
Bharucha, Rustom. Chandralekha: Woman, Dance, Resistance. New Delhi: Harper Collins,
1999.
Caldwell, Sarah. Oh Terrifying Mother: Sexuality, Violence and Worship of the Goddess Kali.
New Delhi: Oxford UP, 1999.
Duncan, Isadora. My Life. New York: Liveright, 1995.
Nijinsky, Vaslav. The Diary of Vaslav Nijinsky. Ed. Romola Nijinsky. London: UCP, 1971.
156
SEMESTER III
PAPER III : EL.535- Choice 1
EL.535.1– Elective Course: Indian Writing in English
(4 hours/week)
Aim
This Course aims to enable students to understand the historical and socio-cultural
contexts for the emergence of literary expression in English in India and to give them a
perspective on the diverse aspects of Indian Writing in English
Course Objectives
The objectives of this paper are to:
• enable students to understand the historical and socio-cultural contexts for the
emergence of English as a medium for communication and literary expression
in India
• provide students a perspective on the diverse aspects of Indian Writing in English
• enable students to trace the evolution of Indian Writing in English
• enable students to get an overview of Indian English poetry, prose, drama,
novel and short story
• help students to develop a general understanding of Indian aesthetics
• enable an understanding of the recent trends in Indian Writing in English
Course Outcomes
At the end of the course, the students will be able to:
CO 1: display a deep awareness of the major historical events and the
socio-cultural contexts which moulded the various genres in Indian
Writing in English
CO 2: analyze how the sociological, historical, cultural and political context
impacted the texts selected for study
CO 3: evaluate critically the contributions of major Indian English poets,
dramatists, prose writers, novelists and short story writers
CO 4: develop a literary sensibility and display an emotional response to the
literary texts and cultivate a sense of appreciation for them
CO 5: apply the ideas encapsulated in Indian Aesthetics to literary texts
157
Module I - Socio-political and Literary Background & Prose
Module Outcomes
The students would have
MO 1: Understood the historical context of the rise of Indian Writing in English
MO 2: Understood socio-cultural movements, social reformers
MO 3: Learned about the rise of Indian nationalism, secularism and Indian democracy
MO 4: Learned about subaltern voices through the literature prescribed
MO 5: Understood the prose writings of India written in English
Unit 1
Colonialism and Macaulay’s Minutes - historical context for the rise of Indian
Writing in English – Indian Renaissance - socio-cultural movements - social
reformers – rise of Indian nationalism - Nehruvian socialism- secularism - crisis in
Indian democracy – Emergency – Postcolonialism - Indian feminist thought - dalit
consciousness - subaltern voices - advent of globalization – diaspora - popular
literature
Prose
Prose: Impact of modernity in nineteenth century - Impact of Nationalism in
twentieth century-Vivekananda, Mahatma Gandhi, Jawaharlal Nehru, S.
Radhakrishnan, Nirad. C. Chaudhury- Contemporary Indian prose -Cho
Ramaswamy, C.S. Lakshmi, Kancha Illaiyah, P.Sainath, Arundhati Roy,
Ramachandra Guha
Required reading
1.Shashi Tharoor, "A Myth and an Idea." India: From Midnight to the Millennium
and Beyond. Arcade, 1997.pp.7- 22.
Recommended Reading
Iyengar, K.R.S. Indian Writing in English. Sterling, 1988.
Mehrotra, Arvind Krishna. A Concise History of Indian Literature in English.
Permanent Black, 2008.
Naik, M.K. A History of Indian English Literature. Sahitya
Akademy, 1982. Seturaman, V.S. Indian Aesthetics. Macmillan,
2000.
158
Module II –Poetry and Drama
Module Outcomes
The students would have
MO 1: Understood the poetry of India written in English
MO 2: Understood the drama of India written in English
Unit 2
Poetry: Influence of Romanticism - emergence of epics – lyrics – sonnets - impact
of nationalism on Indian English poetry -Michael Madhusudan Dutt, Aurobindo
Ghose, Rabindranath Tagore, Toru Dutt, Sarojini Naidu – Modernism –Nissim
Ezekiel, A.K. Ramanujan, Jayanta Mahapatra, R. Parthasarathy, Gieve Patel, Keki.
N. Daruwalla, Shiv. K. Kumar, Eunice De Souza, Adil Jussawala, Kamala Das,
Arun Kolatkar, Vikram Seth, Meena Alexander, Tabish Khair, Vijay Sheshadri,
Mamang Dai. Jeet Thayil
Prescribed Texts
Poetry
Tagore
:“Geetanjali” Songs 1, 50,130
Sarojini Naidu
: “Coromandel Fishers”
Kamala Das
: “My Grandmother’s House”
Jayanta Mahapatra
: “Grandfather”
Nissim Ezekiel
: “Background Casually”
Jeet Thayil
: “Life Sentence”
Critical Response
Ayyappa Panicker: “Indian Poetry in English and the Indian Aesthetic Tradition”
from The Indian Journal of English Studies.
Unit 3
Drama: Indian Classical Drama -Bharatamuni, Patanjali, Bhasa, Kalidasa,
Bhavabhuti - Loknatya in seventeenth century - modern drama - social drama,
historical drama, artistic drama, amateur theatre,Indian Peoples’ theatre, street
theatre -Bharatendu Harishchandra, Krishna Mohan Banerjee, Michael
Madhusudan Dutt, Aurobindo Ghose, Rabindranath Tagore, Harindranath
Chattopadhyay, Girish Karnad, Vijay Tendulkar, Badal Sircar - Safdar Hashmi,
Pritish Nandi, Alyque Padamsee, Mahesh Dattani, Shanta Gokhale, Manjula
Padmanabhan, Mahashweta Devi .
159
Prescribed Texts
Girish Karnad
: The Fire and the Rain
Mahesh Dattani
: Tara
Module III- Fiction
Module Outcomes
The students would have
MO 1: Understood the fiction of India written in English
MO 2: knowledge about the style of writing fiction in English.
Unit 4
Prescribed Texts
Fiction
R.K Narayan
The English Teacher
Salman Rushdie
The Ground Beneath her Feet
Amitav Ghosh
Sea of Poppies
Jhumpa Lahiri
The Namesake
Short Story
Ruskin Bond
“The Kite Maker”
Arjun Dangle
“Promotion”
Reading List
Bruce, King. Modern Indian English Poetry. New Delhi: Oxford University
Press,1989.
Chaudhuri, Amit. Clearing a Space: Reflections
Culture.
Oxfordshire: Peter Lang, 2008.
on
India,
Literature and
Chaudhuri,Asha Kuthari. Contemporary Indian Writers in English: Mahesh Dattani,
An Introduction . Delhi: Foundation. 2005.
Dharwadker Vinay: The Collected Esays of A.K. Ramanujan. London: OUP 199/2004.
Dangle, Arjun. Poisoned Bread: Translations from Modern Marathi Dalit
Literature. New Delhi: Orient Blackswan, 2009. p. 191-196.
160
Gosh, Amitav. “Opium Financed British Rule in India.” Interview by Soutik
Biswas.
BBC.com. 23 June 2008. Web. 30 June 2010.
Ghosh, Amitav. Sea of Poppies. London: Penguin, 2008.
Lin, Lidan. “The Rhetoric of Posthumanism in Four Twentieth Century
International Novels.” Diss., U of North Texas, 1998. Ann Arbor: UMI,
1998.
Iyengar, K.R.S. Indian Writing in English. New Delhi: Sterling,1985.
Lakshmi, Vijay. In Search of Sita: Revisiting Mythology. Ed. Malashri Lal &
Namita Gokhale. p. 209-217.
Mehrotra, Arvind Krishna, Ed. A Concise History of Indian Literature in English. New
Delhi: Permanent Black, 2008.
Mukherjee, Meenakshi. The Twice Born Fiction.
Delhi:Arnold Heinemann,1971.
New
Naik, M.K. A History of Indian English Literature. New Delhi 1982.
---.Twentieth Century Indian English
Pencraft International,2004.Print
Fiction. New Delhi:
--- Indian English Poetry: from the Beginnings up to 2000.New Delhi: Pencraft
International, 2006.
Parthasarathy, R. Ten Twentieth Century Indian Poets, New Delhi: Oxford University
Press, 1976.
--- , Tandon, Neeru, Ed. Perspectives and Challenges in Indian English Drama. New
Delhi: Atlantic, 2006.
Thampi, G.B. Mohan: “Rasa as Aesthetic Experience”.
Panicker , Ayappa. “ Indian Poetry in English and the Indian Aesthetic Tradiiton”,
The Indian Journal of English Studies. Vol 23 1983 pages 137-151
Sethuraman, V.S. Indian Aesthetics. New Delhi: Macmillan Ltd,
2000.
Susan Nisha. The Woman who Forgot to Invent Facebook and
Other Stories. Context. 2021.
Thieme, John. Literary Review.
http://www.penguinbooksindia.com/amitavghosh/sea_of_poppies.html. Web. 29
June 2010.
161
SEMESTER III
PAPER III: Choice 2
EL.535.2– Elective Course: South Asian Literatures [4 hours/ week]
Aim
This Course aims to explore the writings of the national literatures of South Asian countries like
India, Pakistan, Bangladesh and SriLanka.
Objectives
The objectives of this paper are to:
•
introduce South Asian Literatures as a discipline
•
introduce the history, culture and literature of South Asia
•
explore the writings of the national literatures of India, Pakistan, Bangladesh etc.
Course Outcomes
At the end of the course, the students will be able to:
CO 1: demonstrate an analytical awareness of the experiences of immigration and
diaspora, and the history of European imperialism as reflected in South Asian
literatures
CO 2: identify and differentiate between the distinguishing factors such as culture,
class, religion, and other differences amongst South Asians
CO 3: explain critically themes of identity, memory, alienation, assimilation,
solidarity, and resistance
162
Course Description
Module I – Socio-political and Literary Background
Module Outcomes
The students would have
MO 1: Understood the socio- political background and growth of national literatures in South
Asian countries
MO 2: Become aware of the impact of colonization
MO 3: Understood the different national cultures discussed in the course
Unit 1
Socio- political background and growth of national literatures in South Asian countries- impact
of national cultures- classical literatures- regional writings – decolonization - nationalistic fervour
in literature - freedom struggle - colonial rule - partition literature - features and characterization
(India, Pakistan, Bangladesh) - trauma in partition literature - Sri Lankan diasporic literatures conflict literature
Required Reading
Baba, Homi.K. “The Other Question: Stereotype, discrimination and the discourse of
colonialism”. The Location of Culture. London: Routledge, 1994. p. 94-120.
Chatterjee, Partha. The Nation and its Fragments: Colonial and Postcolonial Histories. New
Jersey: Princeton University Press. 1993. Print. Chapters 1 and 2 only; pp. 3-34
Module II – Poetry and Drama
Module Outcomes
The students would have
MO 1: Critically read the major poets of South Asian literatures
163
MO 2: Critically read the major dramatists of South Asian literatures
Unit 2
Poetry
Alamgir Hashmi : “Sun and Moon”
Kaiser Haq
: “Ode on a Lungi”
Yasmine Gooneratne : “The Big Match”
Suman Pokhrel
: “You are as You are”
Maki Khureishi
: “Curfew Summer”
Drama
Ayed Akhtar :
Disgraced
Module III – Prose and Fiction
Module Outcomes
The students would have
MO 1: Critically read the major prose writers of South Asian literatures
MO 2: Critically read the major fiction writers of South Asian literatures
Unit 3
Prose
Mohsin Hamid
: “Why Migration is a fundamental human right”
Aung San- Suu- Kyi
: “Freedom from Fear”
164
Unit 4
Fiction
Romesh Gunashekhara
: Reef
Taslima Nasreen
: The Homecoming
Bapsi Sidhwa
: Cracking India
Required Reading
Sheldon Pollock. “Introduction” in Literary Cultures in History: Reconstructions from South
Asia. Berkeley: U of California P, 2003. 1-38.
Lal, Malashri and Sukrita Paul Kumar. “Part I: Partition: Questioning Borders”. Interpreting
Homes in South Asian Literature. New Delhi: Pearson, 2007. 3 – 44.
Reading List
Appadurai, Arjun. Modernity at Large: Cultural Dimensions of Globalization. London:
University of Minenesota Press, 1996.
Bhabha, Homi. K. The Location of Culture. London: Routledge, 1994.
Chatterjie, Partha. The Nation and its Fragments: Colonial and Postcolonial Histories. New
Jersey: Princeton University Press. 1993.
Didur, Jill. Unsettling Partition: Literature, Gender, Memory. New Delhi: Pearson, 2007.
Lal, Malashri and Sukrita Paul Kumar, eds. Interpreting Homes in South Asian Literature.
New Delhi: Pearson, 2007.
Hall, Stuart, Paul du Gay. Questions of Cultural Identity. Sage Publications, 1996.
Goonetilleke, D.C.R.A. “Sri Lankan Poetry in English: Getting Beyond the Colonial
165
Heritage”. ARIEL: A Review of International English Literature, 21.3: (1990). 39-53.
Hamid, Mohsin. “Why Migration is a fundamental human right” Discontent and Its Civilizations.
London: Hamish Hamilton, 2014.
Pollock, Sheldon. “Introduction”. Literary Cultures in History: Reconstructions from South Asia.
Sheldon Pollock. Los Angles: University of California Press, 2003: 1-37.
166
SEMESTER III
PAPER III: Choice 3
EL.535.3- Elective Course: Screen Writing [4 Hours/week]
Aim
This course aims to introduce students to the art and craft of riting for the screen
Course Objectives
The objectives of this Course are to:
•
examine screenplays as literary texts
•
understand how a narrative is transformed into a screenplay
•
become familiar with ways of “reading” screenplays as texts
•
broaden and deepen the understanding of film adaptations and its emerging trends
Course Outcomes
At the end of the course students will be able to:
CO 1: demonstrate an understanding of the elements involved in the construction of
screenplays
CO 2: understand the elements involved in the creation of adapted screenplays and
original screenplays
CO 3: review film history and the various theoretical and technical notions associated
with screenwriting
Course Description
Module I – Screenplay as Literature – Theory
Module Outcomes
167
The students would have
MO 1: Learned about Screenplays, Screenwriting and Screenwriters
MO 2: Learned about different types of scripts and script writing
MO 3: Learned the important theories of Auteurism
Unit 1
Screenplays, Screenwriting and Screenwriter – Adapted screenplay and Original screenplay –
Spec scriptwriting, Commissioned scriptwriting and Script doctoring – Structure of Screenplays
– Three-act structure in Screenwriting – Syd Field and his theory of paradigm – Non-linear
narrative and Plot points – Inciting incident in plot -Pinch points – The Sequence Approach –
Storyboard – Beat Sheet – Logline – Treatment – Prelap – Tweak – Freeze frame – Voiceover –
Flash forward – Flash back - Background - Slugline – Intercut – Montage – Issues of authorship
– Copyright law -Auteurism – Auteur – Structuralism – Reconstructed auteurism – Continuity
script – Silent film script – Master scene screenplays – Screenwriting manuals – George Polti’s
36 dramatic situations
Required Reading
Price, Steven. “Introduction”. A History of Screenplay. London: Palgrave Macmillan, 2013. 1 –
10.
Monaco, James. “The Language of Film: Signs and Syntax.” How to Read a Film. London: OUP,
2009. 170 – 251.
Module II
Adapted and Original Screenplays
Module Outcomes
The students would have
MO 1: Critically read the screenplays, both original and adapted
168
Unit 2
Mario Puzo and Francis Ford Coppola – The Godfather
Ted Tally – The Silence of the Lambs
Quentin Tarantino – Pulp Fiction
Unit 3
Shyam Benegal – Netaji Subhash Chandra Bose: The Forgotten Hero
Michel Hazanavicius – The Artist
P. Padmarajan
- Thakara
Module III
Module Outcome
The students would have
MO 1: Critically read the texts prescribed in the light of the critical essays
Unit 4
Critical Responses
Tropp, Martin. “Recreating the Monster: Frankenstein and Film”. Mary Shelley’s Monster: The
story of Frankenstein. London: Houghton Mifflin. 1976.
Jenkins, Greg. “Lolita”. Stanly Kubrick and the Art of Adaptation. London: McFarland &
Company, 1952. Print. 31 – 63.
Recommended Reading
Field, Syd. Screenplay: The Foundations of Screenwriting. New York: Bantam Dell, 2005.
Lupus, Barbara Tepa. Nineteenth-Century Women at the Movies: Adapting Classic Women’s
Fiction to Film. Ohio: Univ. of Popular Press. 1981.
169
Maras, Stephen. Screenwriting: History, Theory and Practice. Wallflower Press, 2009. Print.
Wollen, Peter. “The Auteur Theory”.
http://artsites.ucsc.edu/faculty/Gustafson/FILM%20162.W10/readings/wollen.auteur.pdf
170
SEMESTER III
PAPER III: Choice 4
EL.535.4- Elective Course: Environment, Ecology and Literature (4 Hours /Week)
Aim
This Course aims to familiarize students with the concepts and contexts of Environmentalism,
critically read Eco-literature and embrace
the ecological imperative for personal sensitivity and social change
Course Objectives
This Course wwill help students to
•
•
•
•
•
Acquire knowledge regarding global environmental and ecological concerns
Evolve a critical perspective on environmentalism and ecological conservation
Build an awareness of the ecological issues and to develop an interest in
environmental activism
Provide an introduction to the ways in which the creative imagination has
responded to Ecology
Gain insights into the concerns of Environmentalism in India
Course Outcome
The student would have
CO 1: Comprehended the theoretical concerns in Environmental Studies
CO 2: Gained a critical perspective on environmentalism and ecological conservation
CO 3: Inspired towards making meaningful environmental interventions for social change
CO 4: Gained the skills to critically read and contextualize environmentally sensitive literature
CO 5: Evolved an understanding of the environmental concerns in India
Course Description
Module I :Theories and Contexts
Module Outcomes
The students would have
MO 1: comprehended the concepts of Environmentalism
171
MO 2: Familiarized themselves with different types of ecological theories
Unit 1
Natural Environment and Ecosystems- Human intervention- Anthropocene- Deforestation and
Colonization- Native cultures and Peasant communities- their Ecological wisdomEnvironmentalism – Green Studies - Ecocriticism and Ecopoetics, Deep Ecology, Social
Ecology, Ecofeminism- Environmental activism- Climate change- Environmental JusticeEco-tourism
Glotfelty, Cheryl. “Literary Studies in an age of Environmental Crisis”. The Ecocriticism
Reader: Landmarks in Literary Ecology. Ed. Cheryl Gotfelty and Harold Fromm. U of
Georgia P. 1996. p. 20-25
Vandana Shiva. “Nature as the Feminine Principle” (from “Women in Nature”, Staying Alive.
Zed Books, 1988. P.38-42)
Wangari Maathai, Nobel Acceptance Speech, 2004
https://www.nobelprize.org/prizes/peace/2004/maathai/26050-wangari-maathai-nobellecture-2004/
Module II :The Environment and Literature
Module Outcomes
The students would have
MO 1: approached Eco-literature as an emerging genre in contemporary literature
MO2: evolved a critical perspective on ecologically sensitive literary texts
Ecological concerns in Literature-Nature writing- Pastoral Writing, Wilderness WritingEcopoetics- Place- ThinaiUnit 2
1. Hymn to a Tree” ( Trans, “Marathinu Sthuthi” Sugatha Kumari)
2. “House Warming”, (a Garo song, from Painted Words: An Anthology of Tribal Literature.
Ed. G.N.Devy, Penguin Books, 2002. P. 169)
3. John Burnside. “Penitence.”
(From Earth Songs: A Resurgence Anthology of Contemporary Eco-poetry. Ed. Peter
172
Abbs.Greenbooks. 2002.)
4. Mary Oliver - “Fall”
https://www.poetryfoundation.org/poetrymagazine/browse?contentId=39077
5. "We will not leave our village" (Indian Village Song)
https://www.youtube.com/watch?v=8M5aeMpzOLU
6. The World's Most Famous Tiger, (Documentary film by Subaiah Nallamuthu, 2019.)
https://www.youtube.com/watch?v=dDkI873AHaw
Unit 3
1. Amitav Ghosh, Gun Island. Penguin Hamish Hamilton, 2019.
2.The Book of the Hunter (novel by Mahasweta Devi)
Module III: Eco-studies in India
Module Outcome
The students would have
MO 1: Understood the socio-political and historic aspects of the major environmental issues
in India
MO 2: Analysed the role of tribal and peasant communities in the conservation of environment
Unit 4
Nature writing- Vedas and Classical writing- Folk and Tribal writings- Colonial interventionsEnvironmental degradation, deforestation and Pollution- Tribal and Peasant communitiesConservation and Biodiversity- Development- Environmental movements- Tribal revoltsChipko-Narmada- Silent Valley- Plachimada- Enmakaje
1. Salim Ali. “Special Providence” (from The Fall of a Sparrow, OUP, 1985. Pp 1-11)
2. Gadgil, Madhav. “Environmentalism at the Crossroads”. Ecological Journeys: The
Science andPolitics of Conservation in India. Permanent Black. 2001. pp.121-135.
173
Reading List
Brara, Rita, “Ecology and Environment” 141-183. The Oxford India Companion to Sociology
and Social Anthropology. Ed.Veena Das.Vol.1. OUP, 2003.
Buell, Lawrence. The Future of Environmental Criticism: Environmental Crisis and Literary
Imagination. Blackwell, 2003.
Capra, Fritjof. The Web of Life. Flamingo, 1977.
Carson, Rachel, Silent Spring. Houghton Mifflin, 1962.
Devi, Mahasweta. The Book of the Hunter. Seagull Books, Trans. Mandira and Sagaree
Sengupta. Seagull Books, 2002
Devy, Ganesh N. Ed. Painted Words: An Anthology of Tribal Literature. Penguin Books, 2002.
Gadgil, Madhav. “Environmentalism at the Crossroads”. Ecological Journeys: The Science
andPolitics of Conservation in India. Permanent Black. 2001. pp.121-135.
Gadgil, Madhav, and Ramachandra Guha. This Fissured Land: An Ecological History of
India. OUP, 1992.
Ghosh, Amitav. The Great Derangement: Climate Change and the Unthinkable. The
University of Chicago Press, 2017.
Glotfelty, Cheryll, et, al, ed. The Bioregional Imagination: Literature, Ecology and Place. U of
Georgia P. 2012.
Glotfelty, Cheryl and Harold Fromm Ed. The Ecocriticism Reader: Landmarks in Literary
Ecology. Ed. U of Georgia P. 1996.
Higginbotham, Adam. Midnight in Chernobyl: the Untold Story of the World's Greatest
Nuclear Disaster. Simon & Schuster Paperbacks, 2020.
Kelkar, Govind, Dev Nathan, and Pierre Walter. Ed. Gender Relations in Forest Societies in Asia:
Patriarchy at Odds. Sage Publications, 2003.
Lapierre, Dominique, et al. Five Past Midnight in Bhopal. Grand Central Publishing, 2009.
Māṅṅāṭ Ambikāsutan, and J. Devika. Swarga: a Posthuman Tale. Juggernaut, 2017.
Mahapatra, Sitakant. Unending Rhythms: Oral Poetry of the Indian Tribes. Inter India
Publications, 1992.
Merchant, Carolyn. Ed. Key Concepts in Critical Theory: Ecology. Rawat Publications, 1996.
"mangal-kavya."
Encyclopedia
Britannica
Online.
21 May 2008. <http://www.britannica.com/eb/article-9050512>.
<http: // www.deep-ecology.net/writing/broke/10.htm/21 15 March 1999.
174
Nayar, P.K. Ecoprecarity: Vulnerable Lives in Literature and Culture (1st ed.). Routledge.
https://doi.org/10.4324/9780429294815
Our Bit of Truth: An Anthology of Canadian Native Literature. Ed. Agnes Grant. Pemmican.
1990.
Pathak, Shekhar. The Chipko Movement: A People’s History. Permanent Black. 2020.
Roy, Arundhati. The End of Imagination. Haymarket Books. 2016
Sainath, P. - Articles
https://m.thewire.in/byline/p-sainath
Shiva, Vandana. Staying Alive: Women, Ecology and Survival in India. Zed. 1988.
Shiva, Vandana. Ed. Minding Our Lives: Women from the South and North Reconnect Ecology
and Health. Kali for Women, 1993.
Sinha, Indra,. Animal’s People. New York, NY: Simon and Schuster,2007.
Westling, Louise, ed. The Cambridge Companion to Literature and the Environment.
CambridgeUP, 2014.
Thunberg, Greta. Speech at U.N. Climate Action Summit, 2019
https://www.npr.org/2019/09/23/763452863/transcript-greta-thunbergs-speech-at-the-u-nclimate-action-summit
Vidhyarthi, L.P. and B.K.Rai. The Tribal Culture of India. Concept Publishing Company, 1976.
175
SEMESTER III
PAPER III: Choice 5
EL.535.5- Elective Course: Travel Writing [4 hours/week]
Aim
This Course aims to acquire familiarity with samples of travel writing from across the world
Objectives
The objectives of this paper are to help:
•
understand that travel writing has a chequered history of evolution
•
analyse travel texts through critical reading
•
acquire familiarity with samples of travel writing from across the world
•
place Indian travel writing in a global context
•
examine the blend of fact and fiction in travel narratives
Course Outcomes
At the end of this course student will be able to:
CO 1: display an awareness of the evolution of travel writing, its distinctive features, and to
distinguish between its various forms
CO 2: identify the cross-links between travel writing and other genres such as memoirs, history,
ethnography, anthropology and so on
CO 3: develop a conscious understanding of the various nuances of the author’s subjectivity and
perceptions that colour the narrative on place
CO 4: undertake a critical reading of travel texts to unearth probable subtexts
176
CO 5: display an awareness regarding the many cultural connotations and prejudices that are
embedded in many travel narratives
Course Description
Module I – Departures
Module Outcomes
The students would have
MO 1: Understood the elements of travel writing as a genre
MO 2: Learned about major travel writers of the world
MO 3: Learned about diferent kinds of travel
Unit 1
Tools: maps and atlas: Mappa Mundi – Mercator’s Projection – world atlas; Guides: Karl
Baedeker – Lonely Planet – Google maps – travelogues, travel stories, travel guides -GPS
Evolution: Ptolemy’s Geographia – Pausanias’ Description of Greece – Marco Polo – Ibn Batuta
– Fa Hien – Huan Sang – Ki no Teriyaki – Su Shi – Gerald of Wales – Petrarch’s Ascent of Mount
Ventoux - Elizabethan voyages of discovery and English explorers – Richard Hakluyt – Purchas’
Pilgrimage – Captain James Cook -- Charles Darwin– Colonial travelers: David Livingston –
Richard Burton – Pandita Ramabai – Frances Parker Bowles – Thoma Paremmakkal – S. K.
Pottekkatt – contemporary travelers: Jan Morris – Bill Bryson – Michael Palin
Types of Travels: explorations – colonialism – the grand tour -- pilgrimages – adventures-piracy
– war and immigration – exile – tourism
Required Reading
Thompson, Carl. “Introduction, Chapters 1, 2 & 3”. Travel Writing. London: Routledge, 2011.
Hulme, Peter and Tim Youngs, eds. “Introduction.” Cambridge Companion to Travel Writing.
Cambridge: Cambridge U.P., 2002.
177
Module II - The World and Beyond
Module Outcomes
The students would have
MO 1: Understood the idea of multiple purposes in journeys
MO 2: Appreciate the idea of travel as a means of self realization
MO 3: Critically read the texts prescribed
Unit 2
Multiple purposes in journeys - a plethora of experiences beyond simple sight-seeing - record of
personal realization and transformations - attempts to know new people and places - the
prejudices of the author - Travel as a means of self-realisation - Road Movies.
Required Reading
Che Guevera : The Motor Cycle Diaries
Cheryl Strayed : Wild
Pico Iyer
: Falling off the Map
Robert Pirsig : Zen and the Art of Motorcycle Maintenance
Required Reading
Iyer, Pico. : “Why we Travel.” Salon.com. 18 March 2000.
Module III – Home and Away
Module Outcomes
The students would have
178
MO 1: Appreciated the idea of travel narratives as instruments in defining or branding national
cultures
MO 2: Appreciate postcolonial travel narratives from India
Unit 3
Travel narratives - instrumental in defining or branding national cultures - the Briton’s view of
India as heavily colonial and condescending - branded the nation as “the land of snake charmers
and sanyasis” - postcolonial travel narratives from India - complete make-over of the nation’s
profile - unique cultural variety and richness - attempts to redefine itself as one of the emerging
economies - Indians abroad - attempts to narrate places without colonial burden.
Critical Reading
Mary Baine Campbell. “Travel Writing and its Theory” . Cambridge University Press, 2002.
Unit 4
Required Reading
Pankaj Mishra
: Butter Chicken in Ludhiana: Travels in Small Town India
William Dalrymple's : City of Djinns
Samanth Subramanian
: Following Fish
Reading List
Peter Hulme and Tim Youngs, eds. “Travel Writing and its Theory.” Cambridge Companion to
Travel Writing. Cambridge U.P., 2002.
Hulme, Peter and Tim Youngs, eds. Cambridge Companion to Travel Writing.Cambridge U.P.,
2002.
Miller, Sam. A Strange Kind of Paradise: India through Foreign Eyes. London: Vintage Books,
2014.
Thompson, Carl. Travel Writing. London: Routledge, 2011.
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SEMESTER III
PAPER III: Choice 6
EL535.6 - Elective Course: Content Writing [4 hours/week]
Aim
This course aims to initiate students into web content writing, and to enhance the employability
of students by training them to write for specific purposes and in multiple formats.
Course Objectives
•
To introduce the interdisciplinary field of web content writing.
•
To provide an overview of content marketing.
•
To inculcate the skill of writing persuasive content.
•
To familiarize students with the formats, features and ethics of web content writing.
•
To train students in writing content for different digital platforms.
Course Outcomes
By the end of the course, students will:
CO 1: Be familiar with the peculiarities of web content and its role in digital marketing.
CO 2: Display awareness regarding the basics strategies of digital marketing.
CO 3: Be familiar with digital platforms and the formats of online publication.
CO 4: Optimize their writing skills for multiple digital media platforms as per the required
style and specifications.
CO 5: Be aware of the ethical and legal concerns in digital content creation.
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Course Outline
Module I – Content Writing – An Introduction
Module Outcomes: By the end of this module, students:
MO 1: Are familiar with different types of content.
MO 2: Demonstrate knowledge of digital marketing strategies.
MO 3: Identify marketing niches and create user personas.
Unit 1
Content – Definition - Types of content – Technical and Marketing content, Content for
Educational Purposes - Role of a content writer - Marketing niches and writing content for niches
– Knowing the user - Creating User Personas
Digital Marketing - Inbound and Outbound marketing – Role of Content in Digital Marketing Digital Marketing Strategies – SEO, Pay Per Click Marketing – Content Marketing through
Blogs and Articles – Email Marketing – Social Media Marketing - Difference between B2B and
B2C marketing - Winning leads and Converting - The Content Marketing Funnel – Discovery,
Consideration and Purchase Stages – Content Types corresponding to the 3 Stages
Module II – Digital Platforms and Content Types
Module Outcomes: By the end of this module, students:
MO 1: Are familiar with the platforms and formats of content publication.
MO 2: Have basic knowledge of the technology used for content creation.
MO 3: Know the unique features of web content and incorporate them in their writing.
MO 4: Are aware of the ethical principles behind web content writing.
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Unit 2
Digital platforms for Content publication – Websites - E-Commerce Websites, Blogs, Vlogs,
Social Media (Facebook, Twitter, LinkedIn, Instagram) – Educational Sites, E-Learning
Platforms – MOOCs - Features of different platforms - Structure of a Website - Homepage, Help
Pages and FAQs, Landing Pages, Copyright Statement, Terms of Use
Formats of Digital Content – (Basic Information) - Podcasts, Videos, Images, Textual Content
and Infographics
Unit 3
Use of software for Content Creation - (Basic Information) – Office Suites like MS Office Authoring and Publishing Software - Adobe Robohelp, MadCap Flare, Frame Maker - Image and
Design Editing Software - Adobe Photoshop
Common Features of Digital Media Content – Interactivity, Use of Hyperlinks, User friendliness,
Multimedia, Social Reach and Search Friendliness
Ethical and Legal Concerns in Content Writing –
Respecting Privacy – Maintaining
Transparency - Plagiarism – Copyright - Copyleft Content and Creative Commons
Module III – Writing Process, Practice
Module Outcomes: By the end of this module, students:
MO 1: Display in-depth knowledge of the steps involved in content writing.
MO 2: Follow a systematic procedure for creating content.
MO 3: Are familiar with style specifications and apply them in the writing process.
MO 4: Gain sufficient practice in writing different types of content.
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Unit 4
Writing Process – Researching the Topic, Creating Outline, Writing the First Draft, Reviewing,
Editing and Proofreading - Style sheets – Examples - Microsoft Style Sheet, Yahoo Style Sheet,
In-house style sheets – Use of punctuation, bullets and numbering etc.
Writing Attractive Headlines - Inverted Pyramid Style - Maintaining Unity and Coherence Using short, scannable sentences - Conversational and Semiformal Style - Addressing the Reader
(You – approach) - Avoiding jargon - Including Keywords, Using informal expressions,
Popularity of American diction, Using tables, graphs and illustrations
Writing Practice - Captions - Promotional product description - Social Media posts, LinkedIn
Profiles – E Mailers – Business Proposals
Website and blog articles - (Types) – How-to Guides, Listicles, Pillar Content (10x content),
Reviews, Comparative Studies, Case Studies, Checklists and Cheat Sheets, News and Events
Educational Content - Scholarly Articles, Podcast Scripts, Exercise Sheets, Quizzes
Core Reference
Mill, David and David Chaffey. Content is King: Writing and Editing Online. Routledge, 2012.
Mizrahi, Janet. Web Content: A Writer’s Guide. Business Expert Press, 2013.
Additional Reference
Felder, Lynda. Writing for the Web: Creating Compelling Web Content Using Words, Pictures
and Sound. New Riders, 2012.
Handley, Ann and C.C. Chapman. Content Rules. Wiley, 2011.
Redish, Janice. Letting Go of the Words: Writing Web Content that Works. Elsevier, 2007.
Robinson, Joseph. Content Writing Step-by-Step: Learn How to Write Content that Converts and
Become a Successful Entertainer of Online Audiences. Amazon Digital Services, 2020
https://blog.hubspot.com/marketing/what-is-digital-marketing
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https://www.webfx.com/internet-marketing/actionable-digital-marketing-strategies.html
https://backlinko.com/hub/content/what-is-content-marketing
https://www.lucidchart.com/blog/content-marketing-funnel
https://backlinko.com/hub/content/writing
https://backlinko.com/hub/content/production
https://backlinko.com/templates/marketing/email
https://www.zoho.com/academy/tag/social-media
https://www.zoho.com/academy/roadmap
https://www.zoho.com/academy/e-commerce/writing-best-ecommerce-copy/writing-killerproduct-descriptions.html
https://coccoer.pressbooks.com/chapter/ethics-in-technical-writing/
https://enveritasgroup.com/campfire/ethical-issues-in-content-and-social-media-marketing/
184
SEMESTER IV
PAPER XVII – EL.544 - Choice: 1
EL.544.1 - Elective Course: Translation Studies [4 Hours/week]
Aim
This Course aims to familiarize students with the theory and praxis of translation
Course Objectives
The objectives of this paper are to:
• provide the students a systematic understanding of the process of translation; and, of different
translation types
• familiarize the students with the histories of translation in the East and the West
• provide the students a critical understanding of the concerns, concepts and issues in translation
theory
• help the students evaluate translations
• enable the students to develop practical translation skills
Course Outcomes
At the end of the course, the students will be able to:
CO 1: demonstrate an understanding of the nature of translation studies as an independent
academic discipline
CO 2: reflect critically on the process of translation, and on various translation types
CO 3: demonstrate a systematic and critical understanding of the concerns, concepts and issues
in translation theory, both modern and traditional
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CO 4: make critical judgments on the quality of translation
CO 5: apply translation techniques and strategies from theoretical essays, and analyses of existing
translations
Module I – History of Translation
The students would have
MO 1: learned the history of translation in India
MO 2: learned the historyof translation in the west
Unit 1
History of translation in India: Translations from Sanskrit – translations in regional languages –
translations from and through English translations during the colonial period - History of
translation in the West: Translations from the classical languages of Latin and Greek – the Bible
translation
Required Reading
Debendra K Dash & Dipti R Pattanaik. "Translation and Social Praxis in Ancient and Medieval
India." Translation – Reflections, Refractions, Transformations. Ed. Paul St-Pierre and Prafulla
C. Kar. Philadelphia: Benjamins Translation Library, 2007. 153-73.
Andre Lefevere. "Translation: Its Genealogy in the West." Translation, History and Culture. Ed.
Susan Bassnett and Andre Lefevere. London: Pinter, 1990. 14 - 28.
Module II – Translation: Theoretical Issues
The students would have
MO1: understood translation theories
MO2: understood the Indian perspectives in this area
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Unit 2
Translatability – Problems of Translation - translation theories – Translation as creative writing-Translation as Nation building- Limits of Translation- Indian perspectives - translation theories
Required Reading
Das, Bijay Kumar. A Handbook of Translation Studies. New Delhi: Atlantic Publishers, 2011.
G. N. Devy. "Translation Theory: An Indian Perspective". In Another Tongue: Essays on Indian
English Literature. Ed. G. N. Devy. Chennai: Macmillan, 1995. 162- 7.
Simon, Sherry. "Enter the Translatress & Aphra Behn: The Translatress in Her Person Speaks."
Gender in Translation: Cultural Identity and The Politics of Transmission. Ed. Sherry Simon.
London; New York: Routledge, 1996. 43-55.
Module III – Translation Types and Process of translation
The students would have
MO 1: learned about the different types of translation
MO 2: learned the practice of translation
Unit 3: Types of translation
Types of Translation - Retellings – adaptations - translation in the 21st century– feminist
translation
Required Reading
Sen, Nabaneeta Dev. "When Women Retell The Ramayana", Manushi, Vol. 108, SeptemberOctober 1998. 18-27. (Available online at <http://www.manushi.in/>)
Thapar, Romila. "Adaptations: Another Popular Tradition and its Role in Another Court."
Sakuntala: Texts, Readings, Histories. Ed. Romila Thapar. New Delhi: Kali for Women, 1999.
189-196.
187
Kapoor, Kapil. "Philosophy of Translation: Subordination or Subordinating : Translating
Technical Texts from Sanskrit - Now and Then." Translation and Multilingualism: Post-colonial
Contexts. Ed. Shantha Ramakrishna. New Delhi: Pencraft International, 1997. 146- 166.
Unit 4: Processes of Translation
Practice of translation – Role of the translator - strategies and techniques - translation of poetry
– translating prose – translation of drama (can be given as assignments)
Required Reading
Paniker, Ayyappa K. "On Translating T.S.Eliot’s Poetry into Malayalam." International Journal
of Translation, Vol. 3, Nos 1 & 2, Jan-Dec 1991. 73-81.
Suhrud, Tridip. "Reading Gandhi in Two Tongues." Reading Gandhi in Two Tongues and Other
Essays. Ed. Tridip Suhrud. Shimla: Indian Institute of Advanced Study, 2012. 1-19.
Reading List
Bassnett, Susan. Translation Studies. 4th edn. London: Routledge, 2014. Print. New Accents
Series.
Bassnett, Susan. Translation. London: Routledge, 2014. Print. New Critical Idiom Series.
Boratti, Vijayakumar M. “Rethinking Orientalism: Administrators, Missionaries and the
Lingayaths.” Translation in Asia: Theories, Practices, Histories. Ed. Ronith Ricci and Jan Van
Der Putten. Manchester: St. Jerome Publishing, 2011. 88-103.
Das, Sunil. "Drama in Translation: Dramatic Collage." Making of Indian Literature: A
Consolidated Report of Workshops on Literary Translation, 1986-1988. Ed. K. AyyappaPaniker.
New Delhi: Sahitya Akademi, 1991. 229-233.
Dryden, John. "On Translation." Theories of Translation: An Anthology of Essays from Dryden
to Derrida. Ed. Rainer Schulte and John Biguenet. Chicago: University of Chicago Press, 1992.
17-31.
188
Grossman, Edith. "Translating Poetry." Why Translation Matters. Ed. Edith Grossman. New Haven: Yale
UP, 2010. 89-120.
Nair, Sreedevi K. “One Story, Many Texts: Conceptualising Seed Text in Epics Retold.” Reflections and
Variations on The Mahabharata. Ed. T.R.S. Sharma. New Delhi: Sahitya Akademi. 2009. 301-315.
Pound, Ezra. "Guido’s Relations." Theories of Translation: An Anthology of Essays from Dryden to
Derrida. Ed. Rainer Schulte and John Biguenet. Chicago: University of Chicago Press, 1992. 83-92.
Reynolds, Mathew. Translation: A Very Short Introduction. London: OUP, 2016. Print. Very Short
Introduction Series.
Trivedi, Harish. "Translating Culture vs. Cultural Translation." Translation – Reflections, Refractions,
Transformations. Ed. Paul St-Pierre and Prafulla C. Kar. Philadelphia: Benjamins Translation Library,
2007. 251 – 260.
VPC, Ubaid. "Translating the Quran : An Analysis of Discourse on Hijab in Selected English
Translations." Translation Today , Vol. 9, No.1, 2015. 157-177.
189
SEMESTER IV
PAPER XVII: Choice 2
EL.544.2 - Elective Course: Regional Literatures in English Translation [4 hours/week]
Aim
This Course aims at introducing students to the variety of regional writings in India, so that they
gain a consciousness of the great linguistic and literary diversity of India
Course Objectives:
The objectives of this paper are to:
•
introduce the students to the consciousness of the great linguistic and literary diversity of
India
•
enable the students to cultivate a political sensitivity not to dismiss these with pejorative
labels such as “minor,” or “primitive”
•
give students a historical awareness of regional literary movements
Course Outcomes:
At the end of this course, students will be able to:
CO 1: demonstrate knowledge of at least a few languages and literatures with a smaller
number of native speakers and readers
CO 2: demonstrate basic knowledge about the 8th schedule of the Indian Constitution
CO 3: show an understanding of the major landmarks and trends in at least a few of India’s
major literatures from the 19th century to the present day
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CO 4: analyse critically some of the thematic concerns running through most of the above
literatures such as the critical exploration of the idea of nationalism, protest against
inequities based on caste, creed, gender and social status, concern for the environment and
reworking/ retelling of long established myths and dominant narratives.
Course Description
Module I: Socio-political and Literary Background & Prose
Module Outcomes
The students would have
MO 1: Understood the major language families in India,
MO 2: Become aware of the oral traditionsof India
MO 3: Understand the different thematic trends in pre and post independence literature
Unit 1
Major language families in India, their history in brief and their important members – IndoEuropean – Dravidian – Tibeto-Burman - Khmer-Nancowry – an idea of the oral traditions –
myths – fables – ballads - epics – religious myths and legends – bhakti and Sufi devotional
traditions – post independence concerns – emergence of marginalized voices – revolutionary
voices – ancient Indian poetry, prose – medieval Indian poetry, prose– pre- Independence poetry,
– post-independence poetry, prose– thematic trends in poetry, prose and drama.
Prose
Natarajan , Nalini. : “Introduction: Regional Literature of India: Paradigms and Contexts.”
Handbook of Twentieth Century Literature of India. Ed. Nalini Natarajan. London: Greenwood,
1996.pp. 1 - 20.
A. K. Ramanujan
: “Introduction” to Folktales from India
Module II :Poetry
191
Module Outcomes
The students would have
MO 1: Learned to appreciate poetry in diferent languages of India
MO 2: Learned the importance of translations
Unit 2
Amrita Pritam
: “Street Dog” (Punjabi)
Thanjam Ibopishak Singh: “I Want to be Killed by an Indian Bullet” (Manipuri,
Trans.Robin Ngangom)
Devara Dasimayya : “Suppose You Cut a Tall Bamboo” (Kannada, Trans. A. K. Ramanujan)
Gulam Mohammed Sheikh
Navakanta Barua
Akkitham
: “Jaisalmer 1” (Gujarati, Trans. Saleem Peeradina)
: “Measurements” (Assamese, Trans. D. N. Bezbaruah)
: “The Berry in the Hand” (Malayalam, Trans. Ayyappa Panikker)
Module III: Fiction and Drama
Module Outcomes
The students would have
MO 1: Learned to appreciate drama and fiction in diferent languages of India
MO 2: Learned the importance of translations
Unit 3
Rabindranath Tagore
: The Home and the World (Bengali novel)
Bama
: Sangati
Vijay Dan Detha
: “ The Compromise” (Rajasthani short story,Trans, Shyam Mathur)
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Premendra Mitra
: “The Fugitives” ( Bengali short story,Trans. Tutun Mukherjee
Unit 4
Chandrasekhar Kamber
Dharamvir Bharati
: Jokumaraswamy (Kannada, trans. Rajeev Taranath)
: Andhayug (Hindi, Trans. Alok Bhalla)
Reading List
Chaudhari, Amit, ed. The Picador Book of Modern Indian Literature. Picador, 2001: i-xxxiv.
Dan Detha, Vijay and Shyam Mathur. “The Fugitives,” Indian Literature, vol.43, no.2(190), MarApr 1999,pp.113-17.
George, K. M., ed. Comparative Indian Literatures. 2 vols. Kerala Sahitya Akademi, 1984.
Gokak, V. K., ed. Literatures in Modern Indian Languages. Publications Division, 1957.
---. Masterpieces of Indian Literature. 3 vols. National Book Trust, 1997.
Indian Literature. Kendra Sahitya Akademi (relevant issues).
Mitra, Premendra. Mindscapes. Trans. Tutun Mukherjee. Sahitya Akademi, 2000.
Ramakrishnan, E. V., et al., eds. Interdisciplinary Alter-Native in Comparative Literature. Sage,
2013.
Venuti, Lawrence, ed. The Translation Studies Reader. Routledge, 2004.
Vinodini, M. M. “The Parable of the Lost Daughter” Trans. Uma Bhrugubanda. The Exercise of
Freedom. Ed. K Satyanarayana and Susie Tharu. Navayana, 2013.
193
SEMESTER IV
PAPER XVII: Choice 3
EL.544.3 – Elective Course: Media Studies [4 hours/week]
Aim
This Course aims to introduce the students to the world of mass media and the different fields of
journalism.
Course Objectives:
The objectives of this paper are to:
•
Introduce the students to the world of mass media and the different fields of journalism.
•
Develop in students an understanding of the mass communication process
•
Help students develop life skills which enable them to analyze various forms of
modern communication
•
Develop a critical understanding of media in society.
Course Outcomes
At the end of the course, students will be able to:
CO 1: Demonstrate their understanding of basic components of the world of journalism
and mass media
CO 2: Demonstrating their skills at reporting and editing in print and electronic media
CO 3: Do a critical appraisal of the role of media in society
Course Description
Module 1: Understanding Media
Module Outcomes
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To enable students to
MO 1: understand the forms and methods of communication
MO 2: - gain awareness of the scope and limitations of print and broadcast media
Unit 1
Role of media- Media Time Line- Media and Mass Media- What is Mass Communication?Elements in the process of communication- Forms and methods of communication- effective
communication- Types of Mass Media- scope and limitations of print and broadcast media-online
media and their potentials
Functions of communication- Surveillance function , Correlation function, Entertainment
function, Cultural transmission
Module 2: Convergent Media
Module Outcomes
This module will enable the student to
MO 1: understand the idea of Convergence
MO 2: learn about writing for different media platforms
MO 3: learn about the structure and content of news stories
Unit 2
Idea of Convergence- History and evolution- Definition and concepts of traditional media and
New Media- Writing for different media platforms-importance of Metadata- Search Engine
Optimization – Google trends
Creation and maintenance of own blog/website- content creation and management of text, video
and audio- Basics of integrating audio, photographs, graphics and video to enhance news/articleissues of credibility, privacy and security- Ethical concerns
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Unit 3
What is news? - news values- the basics of reporting- making news- Analyzing news- news
gathering techniques-types of news- Role of press in social and political movements- Freedom
of press-structure and content of news stories- interactivity and participation of audience- News
sources and credibility measures.
Alternatives to Mainstream Journalism- Vlogging, Blogging, social media- Facebook,
Instagram,Twitter
Module 3: New Media
Module Outcomes
This module will enable the students to
MO 1: learn about New Media, Development and Society
MO 2: familiarize themselves with the internet as Mass Medium
Unit 4
Journalism as new media-Open source Journalism-Participatory Journalism-its potentials and
limitations- Social networking sites
Media and civil society- media and violence- visual culture and media- Fine Arts- PhotographyFilm- television
Challenges and opportunities as Journalist-need for multi- skilled journalists-working with
emerging and future technologies- artificial intelligence in Journalism
Reading List
Baskette, Floyd K., et al. Art of Editing. 5th edn. McMillan. 1992.
196
Fiske, John. Introduction to Mass Communication Studies.Routledge,1996.
Kumar, Keval J. Mass Communication in India. Jaico Publishers, 2010.
McLuhan, Marshall. Understanding Media: The Extensions of Man. Sphere Books, 1973.
Orlik, Peter B. The Electronic Media. Allyn and Bacon, 1995.
Ray, Tapas. Online Journalism: A Basic Text. Cambridge UP, 2006.
Saxena, Sunil. Headline Writing. Sage, 2006.
Vivian, John. The Media of Mass Communication. PHI Learning, 2013.
Ward, Mike. Journalism Online. Focal, 2002.
197
SEMESTER IV
PAPER XVII: Choice 4
EL.544.4 – Elective Course: Dalit Writing [4 hours/week]
Aim
To read, understand and reflect on the literature of the Dalits in India.
Course Objectives :
The objectives of this paper are to:
• centre Dalit literature as a significant locus of imaginative and polemical writing
• provide curricular recognition to the experience, art and knowledge of a marginalized
community
• expose students to the Dalit renewal of the discussion on democracy, humanism and
literature.
• familiarize them with the building up of a counter-canon in the Indian literary context.
Course Outcome
At the end of the course, students will be able to:
CO 1: come into contact with key modern Dalit writers and thinkers and their varied concepts
CO 2: enhance their understanding of the issues at stake in the contemporary Dalit movement
CO 3: evolve an in-depth grasp of the field at the levels of experience as well as concept
CO 4: extend their awareness of the social and aesthetic questions being raised in the writing.
Course Description
Module I – Key Concepts
Module Outcomes
Students will be able to
MO 1: Understand the socio-political background of Dalits in India
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MO 2: know about the Dalit leaders and movements in India and Kerala
MO 3: know about the contemporary Dalit movements and issues
Unit
1
Definitions of Dalit – varna and caste hierarchy – opposition to Brahminical hegemony and
ideology – bhakti movement – B. R. Ambedkar’s contributions to Dalit movement – Early leaders
of Dalit movements – Dalit Panther movement – Adi Dharm movement – Dalit Buddhist
movement – role of Brahmo Samaj and Arya Samaj – Dalit movement in Kerala and contributions
of Sri Ayyankali – language of the Dalit – Dalit women writers – contemporary Dalit movements
and issues
Recommended Reading
Limbale, Sharankumar. “Towards a Dalit Aesthetics.” Towards an Aesthetic of Dalit
Literature: History, Controversies and Considerations. Trans. Alok Mukherjee. New
Delhi: Orient Longman, 2004. 103-21.
Satyanarayana K., and Susie Tharu. Introduction. From Those Stubs, Steel Nibs are Sprouting:
New Dalit Writing from South India: Dossier II: Kannada and Telugu. Ed. K. Satyanarayana
and Susie Tharu. Noida: Harper Collins, 2013.
Module II – Poetry & Drama
Module Outcomes
Students will be able to
MO 1: Acquaint with the Dalit poets in India
MO 2: Understand how Dalit poetry acts as a mode of Resistance
MO 3: Know about how the Dalit poets express their experience through poetry
Unit 2
199
Poetry
Satish Chandar
: “Panchama Vedam”
S. Joseph
: “Fish Monger”
M. R. Renukumar
: “The Poison Fruit”
Prathiba Jeyachandran : “Dream Teller”
N. K. Hanumanthiah
: “Untouchable, Yes I am!”
Namdeo Dhasal
: “Cruelty”
Meena Kandasamy
: “Mulligatawny Dreams”
Chandramohan S
: “Killing the Shambuka”
Drama
A. Santhakumar
: “Dream Hunt”
K. Gunashekaran
: “Touch”
Module III – Prose, Novel/Stories & Autobiography
Module Outcomes
Students will be able to
MO 1: Understand the writings of Dalit writers through prose, novel/stories and autobiographies
MO 2: get an awareness about the aesthetic questions that are raised in their writings
MO 3: know about the real life experiences of Dalits in India
Unit 3
B. R. Ambedkar : “Annihilation of Caste”
200
Gopal Guru
: “Dalit Women Talk Differently”
T. M. Yesudasan
: “Towards a Prologue to Dalit Studies”
Unit 4
P. Sivakami : The Grip of Change
Paul Chirakkarode
: “Nostalgia”
Gogu Syamala
: “Raw Wound”
Bandhumadhav
: “Poisoned Bread”
Balbir Madhopuri
: “Changiya Rukh”
Om Prakash Valmiki
: Joothan
Reading List
Ambedkar, B. R. “Annihilation of Caste”. The Essential Writings of B. R. Ambedkar. Ed.
Valerian Rodrigues. New Delhi: Oxford UP, 2002. 263-305.
Appachan, Poikayil. “Song.” M. Dasan, et al., eds. The Oxford India Anthology of Malayalam
Dalit Literature. New Delhi: Oxford UP, 2012. 5-6.
Ayyappan, C. “Madness.” Trans. Abhirami Sriram. The Oxford India Anthology of
Malayalam Dalit Literature. Ed. M. Dasan, et al. New Delhi: Oxford UP, 2012.
Bandhumadhav. “Poisoned Bread.” Poisoned Bread: Translations from Modern Marathi
Dalit Literature. Ed. Arjun Dangle. Hyderabad: Orient BlackSwan, 2009.
Basu, Tapan et al., eds. Listen to the Flames: Texts and Readings from the Margins. New
Delhi: Oxford UP, 2016.
Chandramohan S. “Killing the Shambuka”
https://roundtableindia.co.in/index.php?option=com_content&view=article&id=9488:readingchandramohan-sathyanathan-s-poetry&catid=129:events-and-activism&Itemid=195
Chirakkarode, Paul. “Nostalgia.” Counter Cultural Discourse and Dalit Literature in India.
Ed. M. Dasan and Rajesh Karankal. New Delhi: ABD Publishers, 2014.
D’souza, Eunice de, ed. Both Sides of the Sky: Post-Independence English Poetry. New
201
Delhi: National Book Trust, 2008.
Dangle, Arjun, ed. Poisoned Bread: Translations from Modern Marathi Dalit Literature.
Hyderabad: Orient BlackSwan, 2009.
Dasan, M. and Rajesh Karankal, eds. Counter Cultural Discourse and Dalit Literature in
India. New Delhi: ABD Publishers, 2014.
Dhasal, Namdeo. “Cruelty.” A Current of Blood. Trans. Dilip Chitre. New Delhi: Navayana,
2011.
Gunashekaran, K. “Touch.” The Oxford Anthology of Tamil Dalit Writing. Ed. Ravikumar
and Azhagarasan. Oxford UP, 2012. 163-68.
Guru, Gopal. “Dalit Women Talk Differently.” Economic and Political Weekly Vol. 30.4142 (October 14-21, 1995): 2548-2550.
James Massey, “Historical Roots.” Indigenous People. Ed. James Massey. Delhi: ISPCK,
1994. .
Joseph, S. “Fish Monger.” Indian literature 239 Vol. LI no. 3 (May-June 2009).
Kandasamy, Meena. “Mulligatawny Dreams.” Kavya Bharati 18 (2006): 41.
Kumar, Raj. Dalit Personal Narratives: Reading Caste, Nation and Identity. Hyderabad:
Orient BlackSwan, 2012.
Kunhambu, Potheri. Saraswathi Vijayam. 1892. Trans. Dilip Menon. New Delhi: The Book
Review Literary Trust, 2002.
Limbale, Sharankumar. The Outcaste: Akarmashi. 1991. Trans. Santosh Bhoomkar. New
Delhi: Oxford UP, 2003.
Limbale, Sharankumar. “Towards a Dalit Aesthetics.” Towards an Aesthetic of Dalit
Literature: History, Controversies and Considerations. Trans. Alok Mukherjee. New
Delhi: Orient Longman, 2004. 103-21.
Madhopuri, Balbir. Changia Rukh. Trans. Tripti Jain. New Delhi: Oxford UP, 2010. Print.
Madhuraveli, G. Sasi. “With Love.” The Oxford India Anthology of Dalit Literature. Ed.
M. Dasan, et al. New Delhi: Oxford UP, 2012. 22.
Omvedt, Gail. Dalit Visions: The Anti-Caste Movement and the Construction of an Indian
Identity. 1995. Rev. ed. New Delhi: Orient BlackSwan, 2006.
—. Dalits and the Democratic Revolution: Dr Ambedkar and the Dalit Movement in
Colonial India. New Delhi: Sage, 2014.
202
Rajkumar, N. D. Give us this Day a Feast of Flesh. Trans. Anushiya Ramaswamy. New
Delhi: Navayana, 2011.
Rawat, Ramnarayan S. and K. Satyanarayana, eds. Dalit Studies. Durham: Duke UP, 2016.
Rege, Sharmila. Writing Caste/ Writing Gender: Reading Dalit Women’s Testimonies.
New Delhi: Zubaan, 2006.
Renukumar, M. R. “The Poison Fruit.” The Oxford Anthology of Malayalam Dalit Writing.
Ed. M. Dasan, et al. New Delhi: Oxford UP, 2012.
Rodrigues, Valerian, ed. The Essential Writings of B. R. Ambedkar. New Delhi: Oxford UP,
2002.
Santhakumar, A. “Dream Hunt.” The Oxford Anthology of Malayalam Dalit Writing. Ed.
M. Dasan, et al.
New Delhi: Oxford UP, 2012. 168-79.
Satyanarayana, K., and Susie Tharu, eds. No Alphabet in Sight: New Dalit Writing from
South India. New Delhi: Penguin, 2011.
—, eds. From Those Stubs, Steel Nibs are Sprouting: New Dalit Writing from South India:
Dossier II: Kannada and Telugu. Noida: Harper Collins, 2013.
Shyamala, Gogu. Father May Be an Elephant and Mother only a Small Basket, But…..
New Delhi: Navayana, 2012.
Sivakami, P. The Grip of Change. Trans. Author. Hyderabad: Orient BlackSwan, 2006.
Valmiki, Om Prakash. Joothan.Trans. Arun Prabha Mukherjee. Berkeley: Columbia UP, 2003.
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SEMESTER IV
PAPER XVII: Choice 5
EL.544.5 : Elective Course : Theorizing Sexualities [4 hours/ week]
Aim
The aim of this paper is to give students an awareness of biological, social and grammatical
gender as being three different categories
Course Objectives
The objectives of this paper are to:
•
demonstrate an awareness of biological, social and grammatical gender as being three
different categories
•
give a basic awareness of struggles and attainments of people with alternative sexualities
in civil rights in various parts of the world
•
help the students view with scepticism the simplistic conflation of biological sex with
socially and culturally conditioned gender
Course Outcomes
At the end of this course the students will be able to:
CO 1: appreciate, if not accept the viewing of gender as a continuum
CO 2: display an awareness of different sexualities such as lesbian, gay and bisexual rather than
seeing heterosexuality as the only ‘natural’ or ‘decent’ lifestyle option
CO 3: critically analyse different gender self-identification preferences such as transgender and
inter-genders rather than seeing the polar genders male and female as the only ‘natural’ ones
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CO 4: show sensitivity to the legal and social persecution faced by persons belonging to the
LGBTI or simply, Queer, community in societies across the world and view their rights as human
rights
CO 5: exercise an enhanced openness and honesty when encountering/ generating discourse on
matters of sexuality and gender roles
Course Description
Module I – Introducing Sexuality
Module Outcomes
To enable students to
MO 1: Understand the norms of heterosexuality in religious texts and traditions
MO 2: Learn about sexological types and psychological drives
Unit 1
The norm of heterosexuality in religious texts and traditions – the Bible, Qur’an and Manusmriti
– hypermasculine models in classical mythology – Sanskrit, Greek and Roman – the coexistence
of characters, models and narratives that can be said to constitute counterpoints to the dominant
mythical norm – the androgyny in Christ - the Sufi tradition of viewing God as the lover and the
believer as the beloved - the Shiva-Mohini and Ayyappa myths in Hinduism - the tales of
Shikhandin and Rishyasringa in the Mahabharata – the colonial encounter and the
masculinisation of religion in India
Sexological types: Sexual Classifications, sexual development, sexual orientation, gender
identity, sexual relationships, sexual activities, paraphilias, atypical sexual interests
Psychoanalytic drives: Freud and Lacan.
Required Reading:
Bristow, Joseph. Sexuality: The New Critical Idiom Series. London: Routledge, 1997.
Introduction , Chapters 1 & 2)
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De Beauvoir, Simone. “Part II, Chapter 4, ‘The Lesbian’”. The Second Sex. Paris: Knopf
Doubleday, 2012.
Butler, Judith. “Preface” Bodies That Matter: On the Discursive Limits of “Sex”. London:
Routledge, 1993.
Jagose, Annamarie.
“Chapter 2: Theorising Same-Sex Desire”. Queer Theory: An
Introduction. New York: Newyork Univ Press. 1996
Module II – Poetry and Prose
Module Outcomes
To enable students to
MO 1: Appreciate the poems and songs from world literatures
Unit 2
The song of songs – the Sufi and Bhakti traditions –the concept of Radha Bhaav
Required Reading
Shakespeare
: Sonnet 73
Emily Dickinson
: “Her Breast is Fit for Pearls”
Adrienne Rich
: “Diving into the Wreck”
Walt Whitman
: “The Wound Dresser”
Unit 3
Prose
Manoj Nair
: “Rite of Passage”
Chimamanda N. Adichie:
Mukul Kesavan
“On Monday of Last Week”
: “Nowhere to Call Home”
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Shyam Selvadurai
: Cinnamon Gardens (novel)
Ismat Chugtai
: “The Quilt” (Urdu short story)
Module III – Drama and Films
Module Outcomes
To enable students to
MO 1: Appreciate the dramas and films from world literatures
Unit 4
Required Reading
Drama
Edward Albee : The Zoo Story
Films
Moses Tulasi : Walking the Walk (English –Telugu –Urdu documentary film)
Reading List
Nair, Manoj. “Rite of Passage”. Yaraana: Gay Writing from India. Ed. Hoshang Merchant. New
Delhi: Penguin, 1999. 171-179.
Aligarh. Dir. Hansal Mehta. Script. Apurva Asrani. Perf. Manoj Bajpayee and Rajkummar Rao.
2016. DVD
De Lauretis, Teresa. Technologies of Gender: Essays on Theory, Film and Fiction. Indiana UP,
1987. .
Dollimore, Jonathan. Sexual Dissidence: Augustine to Wilde, Freud to Foucault. Clarendon,
1991.
Foucault, Michel. A History of Sexuality (3 Vols). Tr. Robert Hurley. New York: Vintage, 1978.
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Bandit Queen. Dir. Shekhar Kapoor. Perf. Seema Biswas, Nirmal Pandey, Rakesh Vivek. 1994.
DVD
Fire. Dir. Deepa Mehta. Perf. Shabana Azmi, Nandita Das, Karishma Jhalani. 1996. DVD. Rao,
Raj R. and Dibyajyoti Sarma. Whistling in the Dark: Twenty-One Queer Interviews.
Sage, 2009.
Revathy, A. The Truth About Me: A Hijra Life Story. Penguin, 2013.
Sedgwick, Eve Kosofsky. Between Men: English Literature and Male Homosocial Desire.
New York: Columbia UP, 1985.
Vanita, Ruth and Saleem Kidwai, eds. Same-Sex Love in India: A Literary History. Penguin,
2000.
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SEMESTER IV
PAPER XVII: Choice 6
EL.544.6 - Elective Course: Introduction to Comics Studies [4 Hours /Week]
Aim
To introduce students to the field of comics studies and enable them to develop a critical approach
towards comics and graphic novels.
Course Objectives
•
To introduce the key terms and concepts in comics studies
•
To familiarise students with the social and cultural history of comics
•
To discuss the recent trends in the field of comics and graphic novels
•
To introduce canonical texts, major authors and critics in the field
•
To enhance students’ close-reading skills and develop their critical reading strategies
Course Outcomes
CO 1: At the end of the course the students will:
CO 2: Understand the theoretical and historical foundations of the field of comics studies
CO 3: Critically read and appreciate comics and graphic narratives, deploying multiple closereading strategies
CO 4: Demonstrate a critical awareness of the recent trends in the field of comics studies
CO 5: Engage with canonical texts critically and examine the central formal and thematic
elements of such narratives
CO 6: Probe into the formal affordances of comics which makes it a unique verbal-visual medium
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Course Description
Module I : Definitions, Key terms & concepts
Module Outcomes:
By the end of the module, students
MO 1: Have a clear understanding of the definitions and basic elements of comics
MO 2: Are aware of the methods and techniques in reading and creating comics
Unit 1
Definition of comics – Comics and Graphic Novels – Affordances and components of comics
[panels-gutter-grid-tier-frame-hyperframe-balloons-caption-lettering-emanata-motion
linessplash page-spread page]–Word and Image interactions - Rhetorical devices and techniques–Role
of reader and reader positions
Required Reading:
McCloud, Scott. “Chapter 1: Introduction”, “Chapter 2: The Vocabulary of Comics”.
Understanding Comics: The Invisible Art. New York: Harper, 1994.
McCloud, Scott. “Chapter 1: Writing with Pictures”. Making Comics. New York: Harper, 2006.
Module II History of Comics
Module Outcomes:
By the end of the module, students
MO 1. Demonstrate an in-depth knowledge of the history of the development of comics as a
medium
MO 2. Get familiarised with the recent trends in the field of comics and graphic novels
Unit 2
Social and Cultural history of comics - the Rise of Comics Strips - Superhero Narratives - Marvel
and Detective Comics– Post Comic Code Authority – Underground Comics – Rise of
autobiographical comics- international comics – manga and other related forms - deconstruction
of superhero narratives – the Indian comics industry – Amar Chitra Katha Recent trends – movie
adaptations of comics – webcomics
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Required Reading:
Chute, Hilary and Marianne Dekoven. “Comic Books and Graphic Novels”. The Cambridge
Companion to Popular Fiction. Edited by David Glover and Scott McCracken. (pp 175-195)
Stoll, Jeremy. "Comics in India." The Routledge Companion to Comics. Routledge, 2016. 104113.
Module III Reading Comics
Module Outcomes:
By the end of the module, students
MO 1. Are familiarised with some of the canonical texts in the field of comics
MO 2. Learn how to close-read comics texts by paying close attention to its verbal-visual codes
and affordances
MO 3. Become aware of the variations in graphic storytelling across different socio-cultural
settings
MO 4. See how comics can be used to introduce themes of sexuality and minority discourses
Unit 3
Art Spiegelman: Maus I: A Survivor’s Tale
Marjane Satrapi: Persepolis: The Story of a Childhood, New York: Pantheon, 2004
Amruta Patil: Kari
Srividya Natarajan, Durgabai Vyam, Subhash Vyam. Bhimayana: Incidents in the Life of
Bhimrao Ramji Ambedkar. Navayana 2011.
Unit 4
B R Bhagwat. Mahabharata: The Great Epic of India. Amar Chitra Katha Vol 582.
Alan Moore: Batman: The Killing Joke (New York: DC, 2008, 64 pp.)
Takeshi Obata and Tsugumi Ohba: Death Note, Volume One.
Alice
Osman.
Heartstopper.
(Chapter
1,
Chapter
2).
Webtoons.
https://www.webtoons.com/en/challenge/heartstopper/list?title_no=329660
211
2018.
References
Akhter, Farzana. “Archie”. Comics through Time: A History of Icons, Idols, and Ideas. Ed. M.
Keith Booker. USA: ABC-CLIO, 2014.16-17. Print.
Boslaugh, Sarah. “Wimmen’s Comix”. Comics through Time: A History of Icons, Idols, and
Ideas. Ed. M. Keith Booker. USA: ABC-CLIO, 2014. 1046-1049. Print.
Carrier, David. The Aesthetics of Comics. USA: The Pennsylvania State University Press,
2000.Print.
Chute, Hillary. “Comics as Literature? Reading Graphic Narrative.” PMLA, vol. 123, no. 2,
Modern Language Association, 2008, pp. 452–65, http://www.jstor.org/stable/25501865
Danziger-Russell, Jacqueline. Girls and Their Comics: Finding a Female Voice in Comic Book
Narrative. UK: Scarecrow Press Inc., 2013. Print.
Duncan, Randy, and Mathew J. Smith and Paul Levitz. The Power of Comics: History, Form and
Culture. London: Bloomsbury. 2015.
El, Refaie E. Autobiographical Comics: Life Writing in Pictures. Jackson: University Press of
Mississippi, 2012.
Fawaz, Ramzi, Shelley Streeby and Deborah Whaley. Keywords for Comics Studies. New York:
New York UP. 2021.
Groensteen, Thierry. The System of Comics. Jackson: University Press of Mississippi, 2007.
Heer, Jeet; Worcester, Kent, eds. Arguing Comics: Literary Masters on a Popular Medium. USA:
U of Mississippi P, 2004. Print.
McCloud, Scott. Understanding Comics: The Invisible Art. New York: Harper Perennial, 1994.
McLain, Karline. India’s Immortal Comic Books: Gods; Kings, and Other Heroes. Bloomington:
Indiana University Press, 2009. Print.
Petersen, Robert S. Comics, Manga, and Graphic Novels: A History of Graphic Narratives. USA:
Greenwood Publishing Group, 2011. Print.
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Pritchett, Francis W. “The World of Amar Chitra Katha.” Media and the Transformation of
Religion in South Asia. Ed. Lawrence A. Babb, Susan S. Wadley. University of
Pennsylvania Press.1995. 76-106. Google Books Search. Web. 15 Sept 2014.
Robbins, Trina; Catherine Yronwode. Women and the Comics. Eclipse Books, 1985. Print.
Saraceni, Mario. The Language of Comics. London: Routledge, 2003.
Serchay, David S. “Justice League of America.” Comics through Time: A History of Icons, Idols,
and Ideas. Ed. M. Keith Booker. USA: ABC-CLIO, 2014.658-660. Print.
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